Developing and Applying Knowledge & Skills for Nursing People with Long-term Conditions in the Community
10 Credits (ECTS)
Developing and Applying Knowledge & Skills for Nursing People with Long-term Conditions in the Community
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Module Description
This module will assist students in further developing and extending their knowledge and skills in caring for individuals and families experiencing a variety of long-term health conditions.
Emphasizing a holistic approach to care, the module prepares students to address the physical, emotional, and social needs of patients within the community. Students will learn strategies for managing chronic illnesses and promoting overall well-being, ensuring that care is patient-centered and comprehensive.
A key component of this module is its focus on Maltese legislation related to healthcare. By understanding the legal frameworks and regulations specific to Malta, students will be equipped to practice within legal boundaries, ensuring compliance and enhancing patient safety. This knowledge is essential for delivering effective and lawful care in community settings.
Through a combination of theoretical knowledge and practical application, students will be prepared to support individuals and families, improving their quality of life while adhering to professional and legal standards.
Entry Requirements
Candidates who apply for this course will need to possess:
- Two A-levels, one of them preferably being in a science subject, or an equivalent qualification at MQF Level 4 (for example, a Level 4 Diploma in Applied Science).
- Either Biology or Chemistry or Health & Social Care at Intermediate level.
OR
- At least 1 of the following: Biology, Chemistry, or Health & Social Care at level 4 (advanced or intermediate)
- and at least 3 of the following: Physics, Sociology, Psychology, English, Maltese or Mathematics at level 4 (advanced or intermediate).
Applicants will also need to:
- Demonstrate proficiency in English language by a valid International English Language Testing System level at overall level 6 or Occupational English Test with B in speaking and C+ in writing or Matriculation and Secondary Education Certificate (MATSEC) pass at Grade 3 or better in English Language.
- Prior to commence the enrolling in any nursing programme, students should provide evidence of a clean conduct published by the respective police force or authority.
- In the case of those students who do not possess a Level 4 qualification, but who have a substantial amount of experience in the care industry and who possess O-level standard education, ca n be accepted into this Bachelor of Science (Honours) in Nursing Science, on the condition that they undergo and acquire a pass in a Level 4 preparatory programme offered by IDEA College.
Furthermore, these students shall also undergo a RPL process in order to verify their work experience. Link to RPL Policy and Process: https://mt.ideaeducation.com/app/uploads/2022/09/Doc_007_22-Recognition-of-Prior-Learning-Policy-and-Process.pdf
Target Audience
This programme targets:
- Students who have completed their post-secondary education and would like to pursue a tertiary-level education in nursing.
- Older adults who have worked in different environments, but mostly in the care industry, who are interested in pursuing a programme in nursing.
- Individuals who are qualified in areas related to healthcare such as podiatry and physiotherapy and who are looking for or considering a career change in nursing.
Module / Unit Instructions
- This module uses a blended approach promoting the building of a community of practice via peer-to-peer learning.
- This module consists of lecturer-led sessions which include class lectures, online sessions, tutorials, discussions, presentations and workshop activities, fora and peer discussions promoting peer-to-peer learning, as well as simulation learning during which the students can work on an array of scenarios through role play.
- Online learning activities– synchronous and asynchronous sessions – may include active interaction led by the lecturer, participation, and contributions in fora discussions, sharing resources and self-reflection exercises. Learners also contribute to the building of the community of practice by providing feedback to their peers as critical friends, enhancing the learner’s critical engagement throughout the study period.
- The simulation learning provides continuous formative feedback as an on-going guidance during the student’s learning experience in preparation for their summative assessment
How you’ll be assessed
This module comprises of:
- Guided learning, presentations, comprising synchronous online discussions, tutorials and/or videos.
- Self-study hours comprising research, reading and assignment work.
Assessment
This module is assessed via 3 mandatory components:
- Formative Assessment
- Summative Assessment
- Simulation Learning
Learning Outcomes
Competences:
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
- Critically analyse the research evidence underpinning safe, ethical healthcare in the community.
- Examine and analyse the underlying theory and principles of selected long-term health conditions likely to be managed in the community interventions including physical, psychosocial, spiritual, ethical, and legal considerations in planning interventions.
- Formulate and implement safe, effective, ethical, patient-centred, holistic, and evidence-based nursing care in a community healthcare setting.
- Appraise risks in the community’s healthcare environment and devise nursing care plans to minimise these risks, including how to report safety issues.
- Identify opportunities for health promotion in the community and advise/educate patients and families appropriately, for example with regards to healthy nutrition and skin care.
- Work effectively within a healthcare team and collaborate with other professionals to ensure optimal care.
Knowledge:
By the end of this module the student will have been exposed to the following indicative content:
- Critically analyse the research evidence underpinning safe, ethical healthcare in the community.
- Examine and analyse the underlying theory and principles of selected long-term health conditions likely to be managed in the community interventions including physical, psychosocial, spiritual, ethical, and legal considerations in planning interventions.
- Formulate and implement safe, effective, ethical, patient-centred, holistic, and evidence-based nursing care in a community healthcare setting.
- Appraise risks in the community’s healthcare environment and devise nursing care plans to minimise these risks, including how to report safety issues.
- Identify opportunities for health promotion in the community and advise/educate patients and families appropriately, for example with regards to healthy nutrition and skin care.
- Work effectively within a healthcare team and collaborate with other professionals to ensure optimal care.
Skills:
By the end of this module, the students will be able to:
- Apply appropriate skills for observation, caring, and reassurance of patients in community care using a holistic approach to the Maltese Legislation and the Code of Ethics and Standards of Professional Conduct for Nurses and Midwives, Council for Nurses and Midwives, Malta.
- Effectively communicate as a contributory member of the nursing and multi-disciplinary team while caring for patients to deliver holistic competent care within a caring and therapeutic home environment.
- Use a holistic approach to nursing practice in the community according to the ethical and legal framework of the Maltese Professional Code of Conduct.
- Demonstrate critical thinking skills to assess, plan, implement, and evaluate care given to patients experiencing diverse health-related conditions in the community.
- Analyse the different approaches to patient’s care in the community care context.
- Recognise the differences in beliefs and cultural practices in community practices.
- Evaluate best practices in nursing care in the community care context.
- Demonstrate a range of communication skills to communicate with patients, families, specialists, and non-specialists in the multi-disciplinary team in the community.
Module-Specific Learner Skills:
At the end of the module/unit the learner will be able to
- Present own discussion and developments in a logical and organised manner through approaches of critical feedback and self-reflection.
- Engage with peers and/or team members to share and reflect on own development.
Module-Specific Digital Skills and Competences:
At the end of the module/unit, the learner will be able to:
- Navigate through the online learning platform to find assignments, discussion boards, literature, tutorials, etc.