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Module Title |
Therapeutic Interventions:Multiple/Complex
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Module Code |
NS516
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School |
School of Nursing and Human Sciences
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Online Module Resources
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| Module Co-ordinator | Ms Therese Danaher | Office Number | H210 |
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Level |
5
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Credit Rating |
10
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Pre-requisite |
None
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Co-requisite |
None
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Module Aims
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1.To critically explore strategies that will support the person with multiple and complex needs and their family/carers towards an improved quality of life.
2.To critically evaluate the impact of care delivered to the person with multiple and complex needs and their family.
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Learning Outcomes
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On completion of this module and following a period of personal study and reflection the student will be able to:
7Evaluate and implement practice based approaches to health education and health promotion for persons with multiple and complex needs and their carers.
7Explicate the difficulties encountered by nurses when assessing clients with multiple and complex needs and evaluate at least five assessment tools used to identify an individual's needs.
7Critically review pharmacological considerations that relate to people with multiple and complex needs.
7Critically analyse the experiences of clients who may have difficulty in communicating and analyse a range of interventions used to promote communication skills.
7Critically explore sensory integration approaches.
7Debate how educational, social, leisure, interpersonal and work opportunities for persons with multiple and complex needs are facilitated.
7Critically review and evaluate a variety of therapeutic interventions used in the care and management of persons with multiple and complex needs.
7Formulate arguments for and against the use of complementary therapies.
7Analyse quality of life issues and their application to the person with multiple and complex needs.
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Indicative Time Allowances
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Hours
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Lectures |
0
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Tutorials |
0
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Laboratories |
0
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Seminars |
0
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Independent Learning Time |
150
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Total |
150
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Placements |
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Assignments |
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NOTE
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Assume that a 10 credit module load represents approximately 150 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.
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Indicative Syllabus
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·Specific health interventions- pain management, sleep management, nutrition and specialist feeding interventions, swallowing difficulties and care of the gastrostomy, oxygen therapy, tracheostomy care.
·Specisalised assessment methods and approaches used by nurse and professionals
·Physical management: postural care, respiratory care for immobilized personsand hydrotherapy.
·Pharmacological interventions: psychopharmacology, polypharmacy, adverse reactions, and the ongoing monitoring of an individuals pharmacological need.
·Augmentative and alternative communication: LAMH, Makaton, PECs, functional communication, assistive technological aids, communicating with people who have dementia, dysarthria and aphasia.
·Life skills training, employment and adult education
·Early intervention, play, developmental education and legislation
·Leisure: an interdisciplinary approach, using community resources and promoting enjoyment and choice.
·Principles of therapies: - Art/drama/music therapy,
·Multisensory environments, intensive interaction and sensory integration.
·Assistive technologies
·Complimentary therapies: safety issues, legal aspects, regulations, aromatherapy, reflexology etc.
·Quality of life issues.
·Stress management, coping responses and resilience; stress-related responses exhibited by families/carers such as frustration, depression and anxiety
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| Assessment | | Continuous Assessment | 60% | Examination Weight | 40% |
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Indicative Reading List
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ESSENTIAL:
Lacey P. Ouvry C. (1998) People with Profound and Multiple Learning Disabilities A Collaborative Approach to Meeting Complex Needs. London: Fulton.
Nolan M. Grant G. Keady J. (1996) Understanding family care; A multi dimensional model of caring and coping. Buckingham: Open University Press.
Ward L (1998) Innovations in advocacy and empowerment for people with intellectual disabilities. Chorley: Liseux Hall.
Supplementary:
Aird, R. (2001). The education and care of children with severe, profound and multiple learning difficulties. London: David Fulton.
Atkinson D. Jackson M. Walmsey J.(1997) Forgotten lives. Kidderminster: BILD
Atkinson R.(1998 ) The life story interview. London: Sage.
Basiro D (1995) Birth to old age Health in transition. Buckingham: Open University Press.
Berger D.S. Music Therapy, Sensory Integration and the Autistic Child. Bondy A, Frost L Picture's Worth: PECS and Other Visual Communication Strategies in Autism (Topics in Autism).
Caplan P.(1997) The cultural construction of sexuality. London: Routledge. Davies A (1992) The right to life: the right to education. In Fairbairn G. and Fairbairn S (Eds) Integrating Special Children: Some Ethical Issues. Avebury: Ashgate.
Department of Health and Children (1997) The National Intellectual Disability Database 1997-2001. Dublin: Stationary Office.
Fitton P (1995) Home at Last. How Two Young Women with Profound Intellectual and Multiple Disabilities Achieved their own Home. London: Jessica Kingsley.
Ford J and Fredericks B (1994) Inclusion for children who are deaf-blind. Network 4, (1), 25-29.
Gray B. Ridden G. (1999) Lifemaps of people with learning disability. London: Jessica Kingsley.
Hogg L. Cavet J (1995) Making Leisure Provision for People With Profound Learning & Multiple Disabilities.
Kars, H., and Stolk J (1998) A study of the meaning of life of the severely disabled child. Ethics and Intellectual Disability, 3, (2), 6-7.
Nind M, Hewett D, (2001) A Practical Guide to Intensive Interaction. Kidderminister: British Institute of Learning Disabilities.
Nind M, Hewett D, (1994) Access to Communication: Developing the Basics of Communication with People with Severe Learning Difficulties Through Intensive Interaction. London: Fulton Publishers.
O'Kane J Coupe, Goldbart J, Communication Before Speech: Development and Assessment Parsons et al. (1998) Identifying work preferences prior to supported work for an individual with multiple severe disabilities including deaf-blindness. Journal of the Association for Persons with Severe Handicaps, 23, (4), 329-333.
Ramcharan P. Roberts G. Grant G. Borland J.(1997)(eds) Empowerment in everyday life learning disability. London: Jessica Kingsley.
Reichle, J., Beukelman, D.R., Light, J.C. (2002). Exemplary practices for beginning communicators: implications for AAC. Baltimore: P.H. Brookes.
Royal National Institute for the Blind (1998) Approaches to working with children with multiple disabilities and a visual impairment. London: Royal National Institute for the Blind.
Turk V and Brown H (1993) The sexual abuse of adults with learning disabilities: results of a two-year incidence survey. Mental Handicap Research, 6,(3), 193-216.
Ware J (1996) Creating a Responsive Environment for People with Profound & Multiple Learning Difficulties.
Williams D (1996). Autism. An Inside-Out Approach. London: Jessica Kinsley.
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Programme or List of Programmes
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| GNSIDC | GD Nursing (Multiple and Complex Needs) |
| MNSIDC | MSc Nursing (Multiple & Complex Needs) |
| Archives: | |
