Core Module Information
Module title: Assessment and Care Planning

SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: NUR11121
Module leader: Ruth Paterson
School School of Health & Social Care
Subject area group: Nursing

There are no pre-requisites for this module to be added

Description of module content:

This module focuses on Platform 3 of the NMC Future Nurse Standards (2018), which covers Assessment and Care Planning. The following outcomes from this platform are addressed [3.1, 3.2, 3.3, 3.4, 3.5, 3.7, 3.10, 3.11, 3.12, 3.13, 3.14, 3.15 and 3.16]. In addition outcomes from Platforms 1 [1.14], 4 [4.1] and 7 [7.9] are addressed alongside Annexe A [1.12, 4.2.6,] which focuses on communication and relationship management skills.
In this module you will critically evaluate the role of the nurse in enabling evidence informed person-centred assessment and care, with a view to executing best practice in person-centred assessment and care planning in contemporary nursing. You will begin by exploring and critically analysing the overarching concept of ‘person’ from the perspective of ‘being human’, both physically and mentally. Through engagement with, and critical analysis of the principles and theories informing equality, diversity and inclusion [LO1], human physiology and pathophysiology [LO2], you will gain an in-depth understanding of human health and ill-health all viewed through a lens of complexity, diversity and choice. Through critically engaging with a wide variety of evidence, you will gain an extensive and detailed knowledge about the importance of working in partnership with the individual to enable high-quality person-centred care [LO1-2].

Key evidence is drawn on from the theories of person-centeredness. You will be encouraged to critically analyse and evaluate the validity of this theoretical framework as a foundation for contemporary care [LO3]. This will in turn inform your knowledge of person-centred assessment and care planning. You will explore and critique evidence informing assessment and care planning approaches in nursing, you will then use this knowledge and critique to select valid and reliable person-centred assessment and care planning tools. You will be facilitated to critically evaluate a range of approaches in order to determine the most reliable approach(s) for individuals [LO4].

The module will enable you to develop critical and applied skills in assessment and care planning while working in partnership with individuals to tailor care to suit a range of health conditions. This outcome will be underpinned by the knowledge and application of physiology and pathophysiology, critical evaluation of theories informing the concept of person-centred care and evidence-informed practice. This module has been set up to support the development and enhancement of communities of learning in line with a programme focused approach.

Learning Outcomes for module:

LO1: Critically engage with the principles of equality, diversity and inclusion with a view to recognising and facilitating all reasonable adjustments for people as necessary.

LO2: Conceptualise human development in relation to mental, physical, behavioural and cognitive health and ill health.

LO3: Critically appraise the validity and reliability of person-centred assessment tools and evidence-based approaches to care planning.

LO4: Create evidence informed person-centred care plans drawn from critical analysis and synthesis of theories of nursing.

Full Details of Teaching and Assessment
2021/2, Trimester 3, ONLINE,
Occurrence: 001
Primary mode of delivery: ONLINE
Location of delivery: SIGHTHILL
Member of staff responsible for delivering module: Ruth Paterson
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:
Principles of student autonomy, self-determination and independent learning underpin the learning and teaching in this module which incorporates a 'flipped classroom' approach. This overall educational approach is designed to model practice by equipping you with the necessary knowledge and skills to take forward independent practice in your future career as a nurse and life long learner.

The flipped classroom enables you to critically engage with concepts informed by evidence prior to tutorials. During your tutorials you are then facilitated to apply and critically discuss what you have learned during your online self-directed activity. Tutorials are designed to let you learn as part of a community of learners in which you can share learning, learn from others, offer and receive support and offer healthy challenge to the work of others. The module will be presented as follows:

A core VLE page that has the following:
(1) An overview video
(2) Links to five units
(3) Link to final summative assessment.

Each unit of the module will involve the following:
(1) A short introductory video which provides an overview of key concepts.
(2) A brief narrative which will provide a commentary and links to key issues.
(3) Key reading drawn from the literature.
(4) A reflective exercise (see reflective exercises below)
(5) A multiple-choice test
(6) An online tutorial. These will be small scale so you have the opportunity to contribute within a small community of learning.

Formative Assessment:
Ongoing critique and reflective exercises, built into each online unit, will feed into both online and tutorial discussions which will provide you with the opportunity to contribute to thinking and learning with your fellow students and receive ongoing feedback as part of a community of learning.

During you tutorial in week 6 of the module, you will be invited to present a patient assessment to your peers, this is to help you identify and critique relevant evidence in the preparation and defence of your summative assessment.

Summative Assessment:
The summative assessment is made up of two elements:

Element 1 - Five online multiple-choice tests. Each of the five units of study will incorporate a multiple choice assessment to be completed prior to the corresponding tutorial. MCQ questions will address key readings associated with each unit, these tests provide a nudge to help you engage, give you an indication of your understanding plus give you the confidence to raise questions in the associated tutorials. Feedback from each unit will be provided in tutorials. Each multiple choice test will contribute to 4 per cent of the overall module mark (20 per cent in total).

Element 2 - Case Report - You will submit a person-centred assessment [2000 words or equivalent]. Your choice of assessment tool(s) and care planning approach must be justified and defended through engagement with and critical analysis, evaluation and synthesis of evidence underpinning the module learning outcomes (person-centeredness, assessment and approaches care planning). This assessment provides you with the opportunity to integrate and apply the theoretical concepts explored within the module with your field specific experience and knowledge, in addition to having direct relevance to your professional practice.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Tutorial 10
Independent Learning Guided independent study 190
Total Study Hours200
Expected Total Study Hours for Module200

Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Class Test 20 1-4 14/15 HOURS= 02.30
Report 80 1-4 14/15 , WORDS= 2000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Indicative References and Reading List - URL:
Contact your module leader