Registry
Module Specifications
Archived Version 2006 - 2007
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Module Aims | |||||||||||||||||||||||||||||||||
To examine the nature of clinical nursing practice and its place in the health care arena.
To clarify and critically analyse key concepts in the practice of nursing.
To explore the issues of research and knowledge development in nursing.
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Learning Outcomes | |||||||||||||||||||||||||||||||||
On completion of this module and following a period of personal study it is intended that the student will be able to:
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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. | |||||||||||||||||||||||||||||||||
Indicative Syllabus | |||||||||||||||||||||||||||||||||
This module aims to extend and deepen the conceptual analysis of nursing and health care provision in the healthcare setting. This module examines three inter-linked threads, the nature and shape of the discipline of nursing, the conceptual basis of the discipline, and research and knowledge development within the discipline. It thus encourages exploration of the nature, foundation, and stage of development of the discipline, and the perceptions of nursing/midwifery held by the student, by the professional body, and by recipients and purchasers of nursing.This module is broadly divided into three sections:The nature of nursing and its position in health care: examining historical, current and projected future patterns.Critical analysis of key concepts in nursing: this will constitute a significant element of the module. Examples of such concepts may include the following: Care, advocacy, accountability, visibility, authority, power, and empowerment in clinical practice. Examination of knowledge development in nursing: claims regarding its nature will be analysed and evaluated.The notion of evidence-based practice will also be critically evaluated. Students will examine in depth, the potential for synchronicity between conceptual analysis and empirical data collection as elements in research and knowledge development. The course draws on the discipline of philosophy in addition to nursing. | |||||||||||||||||||||||||||||||||
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Indicative Reading List | |||||||||||||||||||||||||||||||||
Essential Allan D (2001) The changing shape of nursing practice: the role of nurses in the hospital division of labour. Edwards SD (2001) Philosophy of nursing: an introduction. Supplementary: Allan D (2001) The changing shape of nursing practice: the role of nurses in the hospital division of labour. Basford, L., Slevin, O. (1995) Theory and Practice of Nursing. : Campion Press. Benner, P., Tanner, , &
Bowman, M. (1995). The professional nurse. Bradshaw, A. (1994). Lighting the lamp: The spiritual dimension of nursing care. Chinn, P.L., & Kramer, M.K. (1999). Theory and nursing: A systematic approach.
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Supplemental Continued De Raeve, L. (1996). Nursing research: An ethical and legal appraisal. London Bailliere Tindall. Kikuchi, J., Simmons, H., & Romyn, D. (1996). Truth in nursing inquiry. London: Sage. Lathamer, J. (2000). The conduct of care. Oxford: Blackwell Science. Reed, J., & Ground,I.(1997). Philosophy for nursing. | |||||||||||||||||||||||||||||||||
Programme or List of Programmes | |||||||||||||||||||||||||||||||||
BNS | BNS in Nursing | ||||||||||||||||||||||||||||||||
GNSA | Access Programme - GDip. in Nursing | ||||||||||||||||||||||||||||||||
NU | BNS in Nursing | ||||||||||||||||||||||||||||||||
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