In a health and social care environment there are many codes and

conducts that carer providers should abide by, if they chose not to abide
the rules and regulations it could resort in consequences both for the
provider and service user.
In this section of work I plan to outline what the transmissions of values
are in communication and why they are important in health and social
care settings. For each transmission value, I will identify the value and
explain how it can be transmitted, I will then also give an example for
each value to show how it can be admitted and applied to alternative
client groups.
In total there are ten different transmission care values to be applied in a
health and social care setting and they are; awareness of needs,
relationships, understanding a service user, respect for difference,
maintaining personal dignity, providing choice, encouraging
independence, confidentiality, praise and promoting identity, (Moonie,
2005, page 101).
Transmission of values is a process where health and social care
workers administer the different care values to ensure each client
receives a high standard of care. Transmitting the ten care values is
essential to care workers as they look after a range of clients, such as
children, disabled and elderly people, and each client has different
needs so it is important that their needs are met with the help of the care
values. The values will create a setting which promotes rights and they
will guide good quality care. It is the care workers duty to carry out the
values at a high standard, as this will then make the client feel
empowered and confident with their care provider. (Moonie, 2005, page
96).
Each value gives guidance to the care worker on how to respond to
clients when meeting needs. If the care worker decides to ignore the
values or guidance that is given the client may feel that their needs
havent been met which may then result in the client feeling...
All staff working in health and social care have, in some shape or form,
felt the impact of the Francis Inquiry (2010-2013) in the wake of failings
at Mid Staffordshire NHS Foundation Trust, where the key focus for
patient safety policy and ethical practice made 290 recommendations
including the need for compassionate care, empathy, problem solving
and ethical reasoning. Additionally, the Department for Health recently

published a review of 'never events' incidents that should never have

occurred.
Our course will give you the opportunity to study the ethical and legal
issues that arise in medical and healthcare practice. It will explore the
moral problems you may face in the course of your work, provide the
background for recognising issues that may raise legal liability, and
reflect on the legal, social and ethical context in which healthcare
practice is situated.
Throughout the course, you'll have the chance to deconstruct legal
cases and practice putting forward your own contentions to construct,
categorise and criticise different ethical arguments.
Learning outcomes include:

developing a critical understanding of health and social care law

and ethics in relation to generic aspects, eg consent, confidentiality, duty
to care and human rights

select and critically analyse relevant statutory provision, case law,

moral or ethical principles and theories in relation to your practice or
personal area of interest, for example mental health, child protection,
euthanasia, abortion, medical research and resource allocation

critically evaluate selected aspects of health and social care law

and ethics and their respective operation in contemporary practice<

apply this knowledge and understanding to identify changes and

improvements in professional practice.
This module is particularly relevant to senior health and social care
professionals who wish to develop critical insights into legal and ethical
issues in practice.
Explore the ethical and legal theories and principles that underpin health
and social care, such as consent, confidentiality, duty of care and human
rights. During our 12-week module, youll also have the opportunity to
focus on aspects of law and ethics that are of relevance to your own
practice or personal interest.

Ethics[edit]
Ethics as applied to the medical and social care fields is a broad and
important field of the study of Health and Social Care.
In the workplace, professional caregivers need to be able to support
individuals who feel that they have been or are being treated unfairly, or
who do not have access to appropriate care services for some reason.
Questions of confidentiality, privacy, risk taking and generally the
exercise of personal choice are all ethical dilemmas encountered and
processed on a daily basis in the context of social care.
Ethics is also the process that health services follow in order to explore,
justify and effect change - for instance if a new
procedure, drug or surgical technique is being developed it must at
some point be used with patients. The examination of potential positive
and negative effects or outcomes, and the provision of appropriate,
accessible information about these to the patient to enable informed
consent, is an example of applied ethics.
This module is for anyone working in health and social care who is
interested in the professional, legal and ethical issues relating to their
professional practice.
The course will provide you with a solid understanding of these issues in
the context of health care practice, enabling you to make appropriate
and defendable decisions based on a robust theoretical understanding
of the implications of these decisions for patient safety and your own
practice.
Teaching on the course will be split into two main parts. In the first part,
you will study ethical theories and legal principles in which you will
develop the tools that are necessary to guide decision making. You will
be encouraged to consider the relevance and utility of these theories to
your own practice and to the wider delivery of health and social care.
In part two you will build on this knowledge and understanding by
considering some of the practical day to day issues that are encountered
in the modern health care setting, looking at the themes of beginning of
life, medical technology, patient safety and end of life issues.

You will examine the ethical theories of Consequentialism, Deontology

as well as others that may hold direct relevance to your specific enquiry.
You will use David Seedhouses ethical grid and also evaluate The Four
Principles of Medical Ethics (autonomy, beneficence, non maleficance,
justice).
/////////////////////////////////////////////////////////////////////////////////////////////////////////
You will study legal issues that relate to the position and
registration of health professionals including negligence, consent,
confidentiality and the legal obligations that surround the
withholding and withdrawing of life and sustaining medical
treatment.
In addition, you will look at other specific legislation that has an
impact on care delivery such as the law regarding prescribing,
child protection, mental capacity and human rights.
In part one, you will be taught through lectures which will be
supported by personal study to underpin your knowledge. You will
build on this knowledge by incorporating the learning needs
relevant to your own practice as well as demonstrating your
understanding of broader legal, ethical and professional issues.
Part two will be initiated by an open discussion on accountability
and decision-making in practice in which you will discuss how you
make decisions and how you support these decisions with legal,
ethical and professional arguments. This will be followed by a
series of seminars on a chosen ethical theme in which you will
work with other students who are concerned with similar issues.
This will provide you with an opportunity to develop a greater depth
of understanding in the specific ethical areas that are relevant to
you.
//////////////////////////////////////////////////////////////////////////////////////////////////////////////////

Ethics is about the values that should be respected by all healthcare

workers while interacting with individuals, families and communities.
Ethics may sometimes be considered a scary term by some healthcare

professionals because it is a word that may bring to mind an accusation

of wrongdoing or mistakes, but this is not the case.
In this study session you are going to cover the concepts and principles
of ethics that are relevant to your work as a Health Extension
Practitioner. This will enable you to identify some of the most important
ethical issues and then find out how to work to resolve them.
Working to clear, consistent ethical principles is one of the most
important components for delivering quality healthcare for individuals,
families and the community at large.
This study session mainly focuses on ethical issues that you may face in
your day-to-day practice and introduces some of the mechanisms you
can use in order to resolve them.
Ethics in practice
In this section you will be able to learn some of the key principles that
will help you to think about ethical decisions which you may come across
in your work.
The five main principles of ethics are usually considered to be:

Truthfulness and confidentiality

Autonomy and informed consent

Beneficence

Nonmaleficence

Justice.

Some of these are difficult words, but in this study session you will be
able to consider each of them in turn, using examples that will be familiar
to you. This will help you to see how ethical principles are present in
almost every aspect of your health work and daily life.
ummary of Study Session 7
In Study Session 7, you have learned that:
1. Ethics is the branch of philosophy that takes a systematic
approach to help decide what is right or wrong for society as well
as for each individual. Utilitarianism considers an action as

morally right if its outcomes or consequences are good for the

greatest number. Deontology considers duty above the
consequences or outcomes of any action and gives priority to
respect for fundamental rights, such as the right to truth, privacy
and the fulfilling of promises.
2. Confidentiality and truthfulness are fundamental to the work of
healthcare workers at every level of the health service. Without
working to these basic principles healthcare workers will not gain
the respect of their community.
3. Beneficence is about doing good, for example by providing
immunization for babies and children in your community.
Nonmaleficence is about doing no harm, for instance not
abandoning your client and making sure all your actions are
carefully considered.
4. Justice is the obligation to be fair to all people regardless of their
individual characteristics, such as age, gender, religion, ethnicity,
culture, economic status or political views.
Informed consent is providing your client with information that
enables them to decide or take an informed decision before you
undertake any healthcare procedures on your client. For instance, you
need to obtain informed consent from each pregnant mother who comes
for antenatal care before you do any interventions.
Beneficence is an ethical principle that focuses on doing good. A
practical example might be providing focused antenatal care to a
pregnant mother.
Nonmaleficence is an ethical principle which reflects both the idea of not
inflicting intentional harm, and not engaging in actions that risk harming
others. A practical example might be that the Health Extension
Practitioner does not abandon people just because of their economic
status.
This module aims to facilitate exploration of how ethical theories,
principles and English law underpin contemporary healthcare practice
and clinical decision-making. This module aims to examine and develop
the student's understanding of ethical theories or principles and aspects
of English law relevant to contemporary healthcare practice and apply
this to their professional practice.

This module examines and develop the student's understanding of

ethical theories or principles and aspects of English law relevant to
contemporary healthcare practice. Students will be encouraged to
explore their own value systems and how their own professional practice
upholds rights and promotes the wellbeing of the patients or clients in
their care. The module structure, delivery and content will concentrate on
contemporary practice issues and facilitate the students to apply current
healthcare ethics and law. It is expected that students actively prepare
and participate in classroom debate. The learning materials utilised will
enhance their ability to apply moral, ethical, professional and legal
concepts and theory to daily professional practice.
Learning outcomes:
1.
Critically explore the application of ethical principles to
contemporary health and social care issues.
2.
Demonstrate ability to critically analyse current ethical, legal and
professional issues in relation to contexts in health and social care.
3.
Apply Demonstrate awareness of the application of relevant
healthcare law to own health and social care practice, how it is used
to manage the implications of dilemmas and complexity, and how it
can be used to formulate potential solutions.
4.
Evaluate the effectiveness of health and social care provision
within own discipline, applying ethical theory and appropriate English
law to resolve conflict or formulate solutions.
5.
Adapt personal professional practice through enhanced awareness
and reflect on own values and beliefs systems.
Who is the module for? Healthcare professionals
Introduction
Ethics involves the application of a moral code to the practice of
medicine.
Ideals and the Hippocratic Oath have been covered in a separate article
but it is worth repeating the summary of the Oath here:

'A solemn promise:

Of solidarity with teachers and other physicians.

Of beneficence (to do good or avoid evil) and nonmaleficence (from the Latin 'primum non nocere', or 'do no
harm') towards patients.

Not to assist suicide or abortion.

To leave surgery to surgeons.

Not to harm, especially not to seduce patients.

To maintain confidentiality and never to gossip.'

It is no longer enough simply to treat the patient as you would wish to be

treated yourself. Follow such a tenet blindly and you could well find
yourself on the wrong side of the law. Medical and social ethics have
advanced to an extent that doctors are likely to be faced with
controversial issues on a regular basis. Euthanasia, information sharing
and the use of human tissues are typical examples. Every clinician must
keep up-to-date on current legislation and ensure that they are practising
within the law and within the guidelines laid down by their professional
body. In the UK, the principles enshrined in Good Medical Practice - the
handbook of the General Medical Council (GMC) - are a good place to
start.[1]
Much has been written about medical ethics and it would be impossible
to cover everything here. This is an attempt to cover some of the aspects
that are more pertinent to general practice.

to use in your appraisal

Principles of biomedical ethics
Biomedical ethics is a huge subject in its own right but most authorities
agree there are four key principles around which this area revolves: [2]

Respect for autonomy

Nonmaleficence

Beneficence

Justice

Respect for autonomy

Health professionals should enquire about their patient's wishes to
receive information and to make decisions. It must never be assumed
that because a patient is part of a particular culture or community, they
affirm that community's values and beliefs. Respect for autonomy is not
a mere ideal in healthcare - it is a professional obligation.
Nonmaleficence
The principle of nonmaleficence obligates us to abstain from causing
harm to others.The principles of nonmaleficence supports several moral
rules, with examples here including:

Do not kill.

Do not cause pain or suffering.

Do not incapacitate.

Do not deprive others of the goods of life.

The obligations of nonmaleficence include not only obligations not to

inflict harm, but also not to impose risks of harm. It must be remembered
that the principle of nonmaleficence and its specifications in moral rules
are prima facie and not absolute.
Beneficence
From an ethical viewpoint, morality requires that we not only treat
patients autonomously and refrain from harming them, but that we also
contribute to their welfare. These beneficial actions fall under the
heading 'beneficence'. The principles of beneficence potentially require
more than those of nonmaleficence, because doctors must take positive
steps to help people and not merely refrain from harm. Patient welfare
embodies medicine's goal, justification and rationale - examples here
include public health, preventative medicine and biomedical research.
Justice
No single moral principle is capable of addressing all problems of justice

and no single theory of justice or system of distributing healthcare is

sufficient for constructive reflection on health policy. Countries that lack a
comprehensive and coherent healthcare system typically have larger
numbers of unprotected citizens and therefore need to improve both
utility (efficiency) and justice (fairness and equality). This is further
complicated by the fact that the construction of a unified theory of justice
that captures our diverse conceptions and use of principles of justice in
biomedical ethics remains controversial and hard to pin down.
Care of the patient as an individual
Treating the patient as an individual is an important principle. Dignity and
respect for the patient are considered by the GMC to be of great
importance and a whole section is devoted to it in its handbook.
Providing care that meets the needs of individuals is not always easy
when faced with demands to make efficient use of resources.
Furthermore, one must consider the interests of the public at large and
practise within legal boundaries. However, it is important to tailor care to
the needs of the individual patient. Even that great promulgator of
guidelines, the National Institute for Health and Care Excellence (NICE),
prefaces its guidance to the effect that treatment and care should take
into account patients' individual needs and preferences.
Caring for patients as individuals also means leaving one's prejudice at
the surgery door. Patients should be provided with the best possible care
irrespective of age, sexuality, ethnicity, religious beliefs or politics. This is
particularly true of lifestyle issues. Whatever the clinician's view of
smoking, obesity and drug dependency, it is his or her ethical duty to be
supportive, not judgemental.
Confidentiality
The notion of confidentiality is enshrined in the Hippocratic Oath but it is
not inviolable.[3] The recommendations regulating the sharing of patientidentifiable information between NHS organisations and with non-NHS
organisations are set out in the Caldicott Report. The legislation
governing the processing of personal information is contained in the

Data Protection Act. See separate article Data Security and Caldicott
Guardianship for more details.
Breach of confidentiality is not to be taken lightly and it may have serious
consequences for the doctor/patient relationship and the doctor's
reputation. However, there are occasions when one's obligations to the
safety of others and the greater public good must override one's duty of
confidentiality to the patient, such as the disclosure of a serious crime.
Fortunately, comprehensive GMC guidance is available on their website
to cover many eventualities.[4] These include:

Reporting concerns about patients to the DVLA (England, Wales

and Scotland) or the DVA (Northern Ireland).

Disclosing records for financial and administrative purposes.

Reporting gunshot and knife wounds.

Disclosing information about serious communicable diseases.

Disclosing information for insurance, employment and similar

purposes.

Disclosing information for education and training purposes.

Responding to criticism in the press.

Following GMC guidance does not absolve clinicians from using their
own clinical judgement in individual circumstances. When in doubt, one's
medical defence organisation can be most helpful.
Other examples of circumstances in which the safety of a third party may
override patient confidentiality are in the arenas of:

Child protection[5]

Drug dependence[6]

When talking with relatives, the default position is to obtain the patient's
express consent. This may be verbal but, even so, such consent should
be recorded in the patient's notes. If relatives wish to raise concerns with
clinicians, the GMC advises that no guarantee should be given that such
a discussion will not be reported to the patient.
Where a patient does not have the mental ability to make an informed
decision about whether information should be disclosed (ie 'lacks
capacity'), the GMC recommends that the clinician should:

Make that patient's interests their first concern.

Protect their privacy and dignity.

Encourage them to become involved in such a decision as far as

their abilities will allow.

To facilitate an assessment of the patient's best interests, a clinician may

need to share information with the family, friends or carers or anyone
authorised to represent the patient, but this does not mean allowing free
access to all information. Further guidance on mental capacity can be
found in the separate Mental Capacity Act article.
Informed consent
It is not enough simply to obtain consent; that consent must be informed.
[7]
This raises questions about how much information should be provided
and how this can best be presented in a way that the patient
understands. Informed consent applies to all medical interventions,
including prescribing, and not just to procedures or operations. If a list of
every possible complication were to be recited it is unlikely that anyone
would ever take any drug or submit to any procedure.
An assessment needs to be made as to whether a person under the age
of 16 has the capacity to make an informed decision about their care.
The courts have defined this as 'sufficient understanding and maturity to
enable them to understand fully what is proposed'. This is known as
Gillick competency. The issue of Gillick competency normally arises
when the question of contraception in an underage girl is considered but

may be relevant in any patient under 16 who requires care. More details
can be found in the separate article Consent to Treatment in Children
(Mental Capacity and Mental Health Legislation).
Related blog posts
Primum non nocere
The concept of 'first do no harm' has been enshrined in medical ethics
for centuries but one must bear in mind that there is no intervention that
does not have some slight risk. Thus, although doing no harm should be
one's first consideration, it must not prevent the clinician from avoiding
all treatments which have some risk attached. Therapeutic nihilism is as
unethical as negligent practice. When providing care, consider the risks
and benefits and, where significant, discuss these with the patient and
record the discussion in the notes.
The matter of risks and benefits must be judged on what was known at
the time. The retrospective observation of an adverse incident does not
necessarily mean that the decision was wrong.
Avoidance of pitfalls

Ethics is about thinking. Do not be afraid to think.

There may well be more than one correct answer. Do not be afraid
to discuss ethical issues or to seek advice.

Record ethical considerations just as you would clinical matters.

Keep the welfare of your patient to the fore. Talk and communicate.

Patients have the right to make bad decisions. They are permitted
to follow adverse lifestyles and a sane person may refuse effective,
even life-saving treatment.

Treat the Mental Health Act with respect. You are being asked to
deprive a person who has not committed a crime of his or her liberty.

Be broad-minded. Not everyone shares your views and values and

they have a right to differ.

You may not have the right to prevent a patient from acting in a
way that you consider to be inappropriate but that does not mean
that you condone it. You have a right to express your views but not to
enforce them.

Be prepared to justify your position.

The GMC advises that, if you are concerned about a colleague's
conduct, performance or health, the safety of patients must be your
first priority. You should submit an honest appraisal of your concerns,
to an appropriate person from your contracting or employing
authority. If this fails to resolve the issue or there is no local system,
you should contact the relevant regulatory body (the GMC, in the
case of GPs). You may want to discuss your concerns with an
uninvolved colleague, a professional organisation or your defence
body before taking this ste

Appendix Some working definitions of key terms (adapted from Banks,

S. (2012) Ethics and Values in Social Work, 4th edition, Basingstoke,
Palgrave Macmillan, BASW Macmillan Practical Social Work Series)
Working definitions of ethics and professional ethics Broadly speaking,
ethics is about matters of right and wrong conduct, good and bad
qualities of character and responsibilities attached to relationships.
Although the subject matter of ethics is often said to be human welfare,
the bigger picture also includes the flourishing of animals and the whole
ecosystem. The term ethics may be used in a singular sense to refer to
the study of right and wrong norms of behaviour, good and bad qualities
of character; or in a plural sense, to refer to the actual norms and
qualities. Professional ethics concerns matters of right and wrong
conduct, good and bad qualities of character and the professional
responsibilities attached to relationships in a work context.

Working definitions of values and social work values In everyday usage,

values is often used to refer to one or all of religious, moral, cultural,

political or ideological beliefs, principles, attitudes, opinions or

preferences. In social work, values can be regarded as particular types
of beliefs that people hold about what is regarded as worthy or valuable.
In the context of professional practice, the use of the term belief reflects
the status that values have as stronger than mere opinions or
preferences. The term social work values refers to a range of beliefs
about what is regarded as worthy or valuable in a social work context
(general beliefs about the nature of the good society, general principles
about how to achieve this through actions, and the desirable qualities or
character traits of professional practitioners).
Principles and standards (or rules) Principles are essential norms in a
system of thought or belief, which form the basis of reasoning in that
system. In codes of ethics principles are often divided into two kinds:
Ethical principles general statements of ethical principles underpinning
the work, relating to attitudes, rights and duties about human welfare, for
example: respect for the autonomy of service users; promotion of
human welfare. Principles of professional practice general statements
about how to achieve what is intended for the good of the service user,
for example: collaboration with colleagues. Principles have a much
broader scope than rules (or standards), tending to apply to all people
in all circumstances (although in the case of social work, principles often
refer to all service users). So, for example, social workers should
respect the autonomy of service users is an ethical principle; whereas,
social workers should not
disclose confidential information to third-party payers unless clients have
authorised such disclosure might be regarded as an ethical standard or
rule. Standards can also be divided into two kinds, although often they
are not clearly distinguished in codes of ethics: Ethical standards or rules
some general dos and donts, sometimes framed as standards for
example: do not permit knowledge to be used for discriminatory
policies; protect all confidential information. Professional practice
standards very specific guidance relating to professional practice, for
example: declare a bequest in a clients will; advertising should not
claim superiority.

Students will be introduced to legal principles and the application of

those principles to healthcare in England and Wales. Students will have
the opportunity to compare and contrast these laws within a global
perspective.
Knowledge of ethical theories/principles and their application to the
delivery of healthcare will also be explored.
The module will cover:

consent/informed refusal;

beginning of life;

end of life;

safeguarding;

accountability;

negligence.

On successful completion of this module, you should be able to:

Understand the healthcare laws and principles in England and

Wales.

Discuss ethical concepts and their applications to healthcare.

Evaluate ethical decision making.

Analyse the differences between law and ethics.

Relevance to healthcare In healthcare we see a drawing together

of normative and positive rules. The law imposes a minimum standard of
acceptable care and behaviour on you as a registered nurse. Patients,
however, deserve the highest possible standard of care and behaviour,
so the health and social care organisation where you work and the
profession, through The Code (2008), will require a standard that is
higher than the law expects. The Code is underpinned by a shared set of
values common to all United Kingdom (UK) healthcare regulatory
bodies. In a clear drawing together of both normative and positive rules,
it requires that as a registered nurse you: respect the patient or client

as an individual; obtain consent before you give any treatment or care;

protect confidential information; cooperate with others in the team;
maintain your professional knowledge and competence; be trustworthy;
act to identify and minimise risk to patients and clients. During your
training as a student nurse you will be expected to live up to the
standards of the Nursing and Midwifery Council's Code and the law and
professional issues that underpin them. Higher Education institutions
have Fitness to Practise panels where students who are accused of
falling below the standards required of them are held to account. The
decisions of the panels are based on the fitness to practise guidance
espoused by The Code.

///////////////////////////////////////////////////////////////////////////////////////////////////////////////////
////.
Our course will give you the opportunity to study the ethical and legal
issues that arise in medical and healthcare practice. It will explore the
moral problems you may face in the course of your work, provide the
background for recognising issues that may raise legal liability, and
reflect on the legal, social and ethical context in which healthcare
practice is situated
Learning outcomes include:

developing a critical understanding of health and social care law

and ethics in relation to generic aspects, eg consent, confidentiality, duty
to care and human rights

select and critically analyse relevant statutory provision, case law,

moral or ethical principles and theories in relation to your practice or
personal area of interest, for example mental health, child protection,
euthanasia, abortion, medical research and resource allocation

critically evaluate selected aspects of health and social care law

and ethics and their respective operation in contemporary practice<

apply this knowledge and understanding to identify changes and

improvements in professional practice.

This module is particularly relevant to senior health and social care

professionals who wish to develop critical insights into legal and ethical
issues in practice.
Explore the ethical and legal theories and principles that underpin health
and social care, such as consent, confidentiality, duty of care and human
rights. During our 12-week module, youll also have the opportunity to
focus on aspects of law and ethics that are of relevance to your own
practice or personal interest.

select and critically analyse relevant statutory provision, case law, moral
or ethical principles and theories in relation to your practice or personal
area of interest, for example mental health, child protection, euthanasia,
abortion, medical research and resource allocatio
This law module helped me gain an understanding of ethical, social
and legal issues that arise in social work and social care practice. I
also developed a critical understanding of health and social care
laws and ethics in areas such as consent, confidentiality, duty of
care and human rights. I critically analysed relevant statutory.

Research methods

Module; Research and social work

Code; PS3302
Credits;20
Level 6
Self-Awareness, Self-Care and Professional Identity Development
Residents will become aware of their limitations, strengths, weaknesses,
and personal vulnerabilities. They will assess their own personal values
and priorities in order to develop and maintain an appropriate balance of
personal and professional commitments and understand how the

qualities and actions of their personal life can enhance their professional
lives and vice versa. They will learn how to seek help and advice when
needed for their own difficulties and develop appropriate personal coping
strategies and mechanisms for stress-reduction. They will recognize how
their actions affect others in their professional circle. They will learn how
to seek, accurately review, and respond to performance feedback. They
will learn how to take action in an effort to develop their own careers and
achieve their own performance standards in either the academic or
private sector. They will understand how to be a good citizen in the
organization that they join. They will learn how to integrate a program of
personal good health and stress reduction into their daily lives.
Residents will understand the concept that the education of the heart
and their personal growth is at least as important as the education of
their mind and professional growth.
Opportunities to achieve the competency
All rotations
Working with teams
Annual discussion with Program Director
Seminars on professional development, balance, and stress
reduction
Ability to individualize schedule to better dovetail with personal life
Meetings with mentors, role models and senior faculty
Intern learning small-groups
Humanism curriculum
Feedback methods
Rotation feedback
Self-evaluation / self-reflection
Semi-annual feedback based on observations of program leadership
Evidence of planning in this area
Attendance
Evidence of progressive understanding in this area in semi-annual
feedback
Participation in self-improvement program
Peer feedback
Feedback from other team members
Fulfillment of professional responsibilities and credentialing items

Evidence-Based Clinical Reasoning

Residents will demonstrate in areas for which they have limited prior
experience the ability to recognize a problem, characterize it, formulate a
question, identify sources of information, find and critically appraise
relevant literature for accuracy and completeness, develop a plan of
action in an effort to solve the problem, and align the plan with patient
wishes. They will integrate and interpret factual information, extract
knowledge that is relevant to their patient and apply it to their patient
after recognizing factors that may influence the plan such as cost,
opposition, alternate strategies and adverse effects. In addition, they will
subsequently assess the results of their action. Residents will exhibit
consideration of opinions from others, understand the socioeconomic
and cultural context of the problem, consider the problem as an
opportunity for change and advancement of knowledge and seek help
when the problem is outside the range of the knowledge that they
currently possess. This will require that the resident is observant,
empathetic, and a good listener; and is able to recognize contradiction,
discrepancy, and separate normal from abnormal findings, organize
information, identify issues that have the greatest impact, and estimate
the implications of the problem, its severity and extent.
Opportunities to achieve the competency
All rotations
Journal Club
Case based discussion forums
Informatics training
Morbidity & Mortality conference
Quality Improvement rotations
Advances (systematic literature review) project
CPC conferences
Internet and Intranet access at all terminals, wards, clinics and from
home

Feedback methods
Feedback on skills in this area on each rotation
Feedback on Journal Club project
Inclusion in semi-annual feedback by Program Director and Assoc.
Program Directors

 Feedback on Advances project

Fulfillment of professional responsibilites and credentialing items
Self-reflection

Effective Communication Skills

Graduates will demonstrate

effective written, verbal and non-verbal communication skills in the
various venues in which they work with others and most importantly
during information exchange and collaboration with patients and their
loved ones. Residents will demonstrate effective listening skills and be
able to communicate to their patients that they understand their needs
and concerns. Residents will be able to create a therapeutic relationship
with patients by using effective communication skills, interpretable
language, active and responsive listening, patient education techniques,
and by counseling and assisting other professionals to do the best job
possible for patients of common concern. Residents will be able to
define their own leadership skills and type of leadership qualities that
they possess as well as the strengths and weaknesses of their own
leadership style, along with an understanding of how to alter their
communication techniques to be more effective leaders based on the
unique situations in which they are involved. This will include the ability
of a resident to understand how others perceive them, to be able to

modulate what they do so that others perceive them in a more positive

light; and to use communication to help themselves and others find
motivation, be optimistic and create a positive environment with
particular emphasis on instilling hope in their patients and their loved
ones.

Opportunities to achieve the competency

All rotations
Advances (systematic literature review & presentation) project
Discussion forums
Case presentation
Dr-Patient Communication workshop (WeTALK)
Teaching students on wards and in Patient-Doctor Society (PDS) course
Workshop on leadership skills

Medical Knowledge

Residents will demonstrate an

excellent level of understanding of the clinical, basic and social sciences
that underlie the practice of internal medicine and be able to
demonstrate that they can apply their knowledge to patient care, patient
education, family education, and the education of other members of the
health care team. Areas of knowledge will include understanding the
pathogenesis, pathophysiology, epidemiology, historical issues, relevant
physical findings, test utilization (including relative sensitivity and
specificity and likelihood ratios), means of confirming a diagnosis,
treatment, monitoring and prevention of the most common inpatient and
outpatient clinical disorders cared for by internists. Residents will
understand how various aspects of disease are affected by gender, age,
ethnicity, culture and disability. In addition to understanding and being
able to manage the common diseases in internal medical practices,
residents will incorporate into their practice the following areas that cross
all specialties: ethics, psychology, medical-legal issues, medical
economics, managed care, public health, familial and societal violence,
AODA issues, informatics, record keeping, quality assurance and risk
management, and relevant areas of non-internal medicine specialties
(e.g. neurology, dermatology, ENT, ophthalmology, orthopedics and
sports medicine, podiatry, rehabilitation medicine, psychiatry).

Opportunities to achieve the

competency
All rotations

Feedback methods
Annual Internal Medicine InTraining Exam

 Discussion groups

Board Exam

Boards review

Monthly feedback

Didactic sessions covering a

comprehensive curriculum

Semi-Annual meetings with

Program Directors

Reading

Mini-CEX

Seminars

Performance over time on QI

projects

Retreats
Working in an HMO
Rotations in non-medical
specialties
Required Domestic Violence
training

Annual self-assessment of
continuity clinic patient outcomes
Fulfilling professional
responsibilties and credentialing
items
Self-reflection

Required Critical Care training

Required self-review of
preventive health care practice
Humanism and Professionalism

In achieving this competency it is important that residents demonstrate

that their actions serve the interests of their patients above their own
self-interests; and that they exhibit during their clinical care rotations and
in discussion forums the following characteristics: altruism,
accountability, kindness, reliability, courtesy, sensitivity, integrity and
respect for others. Residents will demonstrate their pursuit of continuous

professional development and their responsiveness to the needs of

patients and society.
Residents will demonstrate as one of their core values that they truly
care for their patients by doing their best in serving their patients' needs
and most importantly by consistently demonstrating true compassion;
that is, an empathetic attitude that leads to an action to reduce the
suffering of others.
Important aspects of this competency are effective interactions with
other members of the healthcare team, an absence of hubris and
willingness to obtain help from other professionals, a cooperative style of
working with teams, and willingness to recognize and take appropriate
action when witnessing unethical behavior.

Opportunities to achieve the

competency
All rotations
Humanism curriculum
PG-2 Retreat on
Professionalism
Continuity Clinics
Palliative Care Elective

Feedback methods
Monthly feedback on humanism
& professionalism based on direct
observation by attendings, peers
and hospital staff
Semi-annual summative
feedback by Program Directors and
Faculty Advisors
Patient Feedback
Peer Feedback
Chief Resident feedback
Mini-CEX
Fulfilling professional
responsibilities and credentialing
items
Self-reflection

Management Skills for Clinical and Academic Practice

All graduates will understand the various approaches to the organization

financing and delivery of health care. They will recognize threats to their
own professionalism as posed by conflicts of interest inherent in financial
and organizational arrangements. They will have the ability and vision to
use new developments in technology and information systems to
manage, problem-solve and make decisions that are relevant to the
efficient and effective medical care of individuals and populations. They
will learn to understand the context in which they practice and the
interdependence between the patient care that they provide, that is
provided by others and that is provided to the society at large. They will
learn how to apply their knowledge to improve the care of individual
patients and groups of patients as well as others in the health care
system. They will learn to apply systematic and cost-effective strategies
to prevent, diagnose and treat in a manner that never compromises
quality of care. They will learn how to collaborate with other members of
the team and their patients and families to coordinate care, to assist
patients in dealing effectively with a complex system, and to improve
systematic processes of care in an effort to improve outcomes.
Whatever constraints are placed on the healthcare system, they will
demonstrate their ability to remain a consummate advocate for the
quality of care of their patients.

They will learn how to use their leadership style, organizational chain of
command, multi-tasking skills, and due process to best effect change
that will lead to improved patient or practice environment outcomes.

Opportunities to achieve the

competency
All rotations
Seminars
Lectures
Senior Resident Duties
QI Rotations
Clinic QI Projects
PG3 Pre-Graduation Retreat
Career Week

Feedback methods
Rotation feedback
Feedback from program
leadership
Chart reviews and resulting
practice changes
Feedback on senior resident
multi-tasking and organizational
skills and the ability to effect care in
diverse practice environments
Fulfillment of professional
responsibilities and credentialing
items
Self-reflection

Clinical Ethics and Moral Reasoning

Residents will recognize the ethical dimensions of medical practice and
health care policy. The principles of patient rights to autonomy,
beneficence, non-malfeasance, and justice will be demonstrated by all
residents. Residents will incorporate these principles into their patient
care, clinical decision-making and discussion groups by:

Ensuring patient's rights to self-determination and decision making.

This will include the proper use of advanced directives, durable power
of attorney for health care, surrogate decision making, informed
consent, implied consent, disclosure, confidentiality and futility.

Acting in good faith to preserve life, restore health, reduce

suffering and restore or maintain function without abandonment or
conflict of interest.

Removing, preventing and doing no harm by upholding the

standards of professionalism, confidentiality, compassion and
effective communication and using effective palliation and emotional
support.

Allocating medical resources fairly and according to medical need

and optimal benefit to the patient.

Applying the medical-legal issues surrounding the Principle of

Double Effect, euthanasia, physician assisted suicide, and
withdrawing or withholding life support.
Residents will be able to identify alternatives for difficult ethical choices
by systematically analyzing situations and conflicting considerations and
ideas. Residents will be able to formulate, defend, and carry out a
course of action that takes into account ethical complexities. The
graduate of this program must be able to recognize the nature of value
systems of patients and others and be able to make ethical choices that
are in the interest of their patients while maintaining their own ethical
integrity. Residents will include relevant case and statutory law in their
decision-making and during their analysis and defense of their ethical
choices. Residents will be able to obtain valid consent and provide care
when patients make poor judgments or refuse treatment. Residents will
be able to apply current ethical ideas in end-of-life care and in the care
of individuals who are incapacitated or incompetent and unable to make
their own decisions. Residents will be able to recognize and effectively
deal with unethical behavior in members of the healthcare team.
Residents will understand how to obtain additional help and be able to
reach consensus when conflicts of opinions arise from ethical dilemmas.

Opportunities to achieve the

competency
All rotations
Discussion groups
End of Life conferences and
curriculum
Hospice and Palliative Care
rotations

Feedback methods
Rotation and clinic evaluation
Feedback from Program
Directors
Peer feedback
Hospital staff feedback
Patient feedback
Mini-CEX

 WeTALK communication
workshop

Fulfilling professional
responsibiltiies and credentialing
items
Self-reflection

Self-Awareness, Self-Care and Professional Identity Development

Residents will become aware

of their limitations, strengths, weaknesses, and personal vulnerabilities.
They will assess their own personal values and priorities in order to
develop and maintain an appropriate balance of personal and
professional commitments and understand how the qualities and actions
of their personal life can enhance their professional lives and vice versa.
They will learn how to seek help and advice when needed for their own
difficulties and develop appropriate personal coping strategies and
mechanisms for stress-reduction. They will recognize how their actions
affect others in their professional circle. They will learn how to seek,
accurately review, and respond to performance feedback. They will learn
how to take action in an effort to develop their own careers and achieve
their own performance standards in either the academic or private
sector. They will understand how to be a good citizen in the organization
that they join. They will learn how to integrate a program of personal
good health and stress reduction into their daily lives. Residents will

understand the concept that the education of the heart and their
personal growth is at least as important as the education of their mind
and professional growth.

Opportunities to achieve the

competency
All rotations

Feedback methods
Rotation feedback
Self-evaluation / self-reflection

Working with teams

Semi-annual feedback based

Annual discussion with Program on observations of program
Director
leadership
Seminars on professional
development, balance, and stress
reduction

Evidence of planning in this

area
Attendance

Ability to individualize schedule

Evidence of progressive
to better dovetail with personal life
understanding in this area in semi Meetings with mentors, role
annual feedback
models and senior faculty
Participation in self Intern learning small-groups
improvement program
Humanism curriculum

Peer feedback
Feedback from other team
members
Fulfillment of professional
responsibilities and credentialing
items

Evidence-Based Clinical Reasoning

Residents will demonstrate in areas for which they have limited prior
experience the ability to recognize a problem, characterize it, formulate a
question, identify sources of information, find and critically appraise

relevant literature for accuracy and completeness, develop a plan of

action in an effort to solve the problem, and align the plan with patient
wishes. They will integrate and interpret factual information, extract
knowledge that is relevant to their patient and apply it to their patient
after recognizing factors that may influence the plan such as cost,
opposition, alternate strategies and adverse effects. In addition, they will
subsequently assess the results of their action. Residents will exhibit
consideration of opinions from others, understand the socioeconomic
and cultural context of the problem, consider the problem as an
opportunity for change and advancement of knowledge and seek help
when the problem is outside the range of the knowledge that they
currently possess. This will require that the resident is observant,
empathetic, and a good listener; and is able to recognize contradiction,
discrepancy, and separate normal from abnormal findings, organize
information, identify issues that have the greatest impact, and estimate
the implications of the problem, its severity and extent.

Opportunities to achieve the

competency
All rotations
Journal Club
Case based discussion forums
Informatics training
Morbidity & Mortality
conference

Feedback methods
Feedback on skills in this area
on each rotation
Feedback on Journal Club
project
Inclusion in semi-annual
feedback by Program Director and
Assoc. Program Directors
Feedback on Advances project

Quality Improvement rotations

Fulfillment of professional
Advances (systematic literature responsibilites and credentialing
items
review) project
CPC conferences
Internet and Intranet access at

Self-reflection

all terminals, wards, clinics and

from home
Medical Knowledge

Residents will demonstrate an

excellent level of understanding of the clinical, basic and social sciences
that underlie the practice of internal medicine and be able to
demonstrate that they can apply their knowledge to patient care, patient
education, family education, and the education of other members of the
health care team. Areas of knowledge will include understanding the
pathogenesis, pathophysiology, epidemiology, historical issues, relevant
physical findings, test utilization (including relative sensitivity and
specificity and likelihood ratios), means of confirming a diagnosis,
treatment, monitoring and prevention of the most common inpatient and
outpatient clinical disorders cared for by internists. Residents will
understand how various aspects of disease are affected by gender, age,
ethnicity, culture and disability. In addition to understanding and being
able to manage the common diseases in internal medical practices,
residents will incorporate into their practice the following areas that cross
all specialties: ethics, psychology, medical-legal issues, medical
economics, managed care, public health, familial and societal violence,
AODA issues, informatics, record keeping, quality assurance and risk
management, and relevant areas of non-internal medicine specialties
(e.g. neurology, dermatology, ENT, ophthalmology, orthopedics and
sports medicine, podiatry, rehabilitation medicine, psychiatry).

Opportunities to achieve the

Feedback methods

competency

Annual Internal Medicine InTraining Exam

All rotations

Board Exam

Discussion groups

Monthly feedback

Boards review

Semi-Annual meetings with

Program Directors

Didactic sessions covering a

comprehensive curriculum
Reading
Seminars
Retreats
Working in an HMO
Rotations in non-medical
specialties
Required Domestic Violence
training

Mini-CEX
Performance over time on QI
projects
Annual self-assessment of
continuity clinic patient outcomes
Fulfilling professional
responsibilties and credentialing
items
Self-reflection

Required Critical Care training

Required self-review of
preventive health care practice
Scholarship
Prior to the completion of training, all residents will demonstrate
scholarly activity. At a minimum all residents will; 1) present and receive
feedback on their ability to apply evidence-based medicine skills in an
area of their choice, and 2) present and receive feedback on their ability
to give a grand rounds-style lecture after a systematic review of the
literature in an area of their choice.
Residents will demonstrate their ability to frame a question based on a
problem needing to be solved in their clinical practice or research
programs, perform a comprehensive literature search using appropriate
skills and sources, resolve which sources of information are accurate

and applicable by using critical reading of the literature skills and apply
the results of their work to the original inquiry. All house staff are given
opportunities to do research and to publish their systematic review or
individual research with faculty mentorship.

Opportunities to achieve the

competency

Feedback methods

Research elective

Manuscripts and abstracts

produced

Journal Club project

Journal Club feedback

Advances (systematic literature Advances feedback

revie) project
Mentor feedback
Mentorship
Self-reflection
Lectures and seminars
IMPACT Program (Research
Pathway)
World-Class research university
with many mentors
Social, Cultural and Community Context of Healthcare
Residents will learn how to recognize the diverse factors that influence
the health of individuals in the community. They will be able to identify
social, cultural, familial, psychological, economic, environmental, legal,
political and spiritual factors that impact health care and health care
delivery. They will respond to the social context created by these factors
by planning and advocating the appropriate course of action at both the
individual and community level. They will develop zero tolerance for
stereotypic language, racism, sexism, ageism, and aspersions to
individuals or groups based on ethnic, religious and sexual preference or
lifestyle choices. They will avoid identifying individuals by the name of
their disease. They will understand all the reasons behind nonadherence and methods to mitigate it. They will learn the benefits of

being an advocate for better health for patients in the community and
understand the resources available in the community to provide
ethnicity- and gender-sensitive and culturally-competent healthcare.

Opportunities to achieve the competency

All rotations
Global Health rotation
Women's Health rotation
Community volunteer work
Rural elective
Lectures
Discussion groups
Seminars
Advances (systematic literature review) project
Geriatrics rotation
////////////////////////////////////////////////////////////////////////////////////////////////////////////////

The following information, in conjunction with the graduate's individual

practice portfolio and C.V., constitutes the graduate profile for the named
award. Awarding Body: Oxford Brookes University Programme
Accredited / Approved By: Nursing and Midwifery Council (NMC) Final
Awards: BA/BA (Hons) Mental Health Nursing Programme Aims
Graduates from the above named programme have demonstrated
themselves as confident, skilled, knowledgeable, sensitive and
responsive practitioners in the field of Mental Health Nursing who are
committed to lifelong learning.
The practitioners will be able to develop interpersonal and clinical skills
in order to negotiate a partnership with service users which

demonstrates an understanding of the experience of mental health

problems. They will be able to provide care based on an understanding
of professional responsibility, skills, and practice, as well as knowledge
of biological and social sciences, legal and ethical principles, and social
policy in order to meet professional competence. In order to meet the
requirements of the University, graduates have achieved:- 2300 hours
of theory and 2300 hours of supervised clinical practice, gaining the
following CATs points: 120 Basic 240 Advanced Graduates have
completed a programme of studies which incorporates shared learning
with other health professionals and fosters an inclusive understanding of
the health needs of all individuals, with consideration given to cultural,
racial and ethnic differences. Learning Outcomes Achieved On
completion of this programme and award the individual will have
developed and be able to demonstrate knowledge, values and
professional strategies in the following areas: Knowledge and Values to:
Understand and analyse Mental Health Nursing in the broad context of
healthcare provision. Develop evidence based knowledge and skills in
order to: a. assess, plan and provide sensitive nursing care to both
individuals and groups, based upon individual needs in partnership with
both client and carers; b. incorporate the legislative and ethical
components of mental health nursing care. Recognise and utilise a
range of knowledge in order to critically analyse, evaluate and reflect on
practice. Utilise effective self-management, teaching and teamwork and
develop potential for leadership. Demonstrate a broad range of
academic skills, particularly those of appraisal and the ability to articulate
a logical argument. a. identify and respond effectively to own learning
needs; b. present information and arguments coherently utilising a range
of media where appropriate; 2 c. demonstrate logical reasoning in written
work and discussion; d. advance logically reasoned arguments through
the medium of discussion, debate and negotiation; e. demonstrate
understanding of the importance of evidence and research and their
contribution to developing Mental Health Nursing; f. articulate the range
of research methods that can be used in relation to generation of
knowledge; g. critically discuss key concepts and theories; h.
demonstrate expertise in the construction, analysis and synthesis of
arguments Professional Strategies to: Apply the principle of choice for
clients and their carers needs to be established as a basis for the

practice of Mental Health Nursing. Build relationships with people who

use mental health services that values both partners Deliver services
that involve skilled sensitive, professional support from competent
mental health nurses. The need to consider evidence based practice
and health promotion Meet all the requirements of the NMC for entry to
the Register, including the achievement of proficiencies Complete a
Portfolio of experience that will include a Personal Profile and reflections
on practice. NMC PROFICIENCIES Professional / ethical practice:
Manage self and ones practice and that of others in accordance with the
NMC Code of Professional Conduct, recognising ones own abilities and
limitations Practice in accordance with an ethical and legal framework
that ensures the primacy of patients / client interest and well being and
respects confidentiality Practice in a fair and anti discriminatory way,
acknowledging the differences in beliefs and cultural practices of
individuals or groups CARE DELIVERY Engage in, develop and
disengage from therapeutic relationships through use of appropriate
communication and interpersonal skills. Create and utilise opportunities
to promote the health and well being of patients / clients and groups
Undertake and document a comprehensive, systematic and accurate
nursing assessment of the physical, psychological, social and spiritual
needs of patient / clients/ communities Formulate and document a plan
of nursing care, where possible in partnership with patients / clients /
carers / significant others within a framework of informed consent.
Based on best available evidence, apply knowledge and an appropriate
repertoire of skills indicative of safe nursing practice Provide a rationale
for the nursing care delivered that takes account of social, cultural,
spiritual, legal, political, and economic influences Evaluate and
document the outcomes of nursing and other interventions
Demonstrate sound clinical judgement across a range of differing
professional and care delivery contexts 3 CARE MANAGEMNT
Contribute to the identification of actual and potential risks to patients /
clients and their carers, to self and others and participate in measures to
promote and ensure health and safety Demonstrate an understanding
of the role of others by participating in inter professional working practice
Demonstrate literacy, numeracy and computer skills needed to record,
enter, store, retrieve and organise data essential for care delivery
PERSONAL PROFESSIONAL DEVELOPMENT Demonstrate

responsibility for ones own learning through the development of a

portfolio of practice and recognise when further leaning may be required
Acknowledge the importance of seeking supervision to develop safe
nursing practice a. Professional Guidance Chief Nursing Officer. b.
Guidance following the publication of c. Department of Health (2006a)
From values to action: The Chief Nursing Officers review of mental
health nursing, London: Department of Health includes a further
publication below regarding competencies for mental health nurses. d.
Department of Health (2006b) Best practice competencies and
capabilities for pre-registration mental health nurses in England; The
Chief Nursing Officers review of mental health nursing, London:
Department of Health e. Link to Best Practice Competencies also see
Appendix 1 for Ten Essential Shared Capabilities. Transferable Skills
Graduates will demonstrate the following transferable skills:SELF MANAGEMENT Demonstrate a range of effective learning
skills ; Accept responsibility in a range of circumstances; Demonstrate
reliability; Take initiative where appropriate; Identify and act on
learning needs both individually and as part of a group; Manage your
own time to meet module requirements within the context of overall
workload; Organise self directed learning sets; Manage personal and
professional boundaries; Reflect critically on academic and personal
development; Demonstrate appropriate appearance and demeanour;
Maintain confidentiality where appropriate. LEARNING SKILLS
Demonstrate effective self directed learning skills; Transfer learning
between contexts; Locate, retrieve and appraise information;
Demonstrate cognitive skills of analysis, conceptualisation, evaluation;
Work co-operatively in action learning sets; Read efficiently and with
purpose; Appraise published research; Appraise their own
performance and that of others in a formative and 4 constructive
manner; Undertake sustained and independent academic work;
COMMUNICATION Demonstrate fluent communication of ideas and
concepts by a range of modes; Facilitate communication in others;
Adapt communication in response to cultural and sociological influences;
Communicate with groups of individuals; Demonstrate coping
strategies for communication in challenging circumstances;
Demonstrate the ability to negotiate.

TEAM WORK Work effectively in multiprofessional groups; Take

initiative and lead others in specific projects; Facilitate, support and
encourage others; Give constructive feedback to significant others;
Share and assert own feelings and opinions whilst valuing those of
others; Recognise and negotiate individual and group objectives;
Take a leading role in seminar, practical and workshop sessions.
PROBLEM SOLVING Demonstrate lateral thinking and creativity in
relation to problem solving; Respond effectively to changes in outcome
or unexpected circumstances; Effectively select, implement and
evaluate resources and strategies chosen to solve problem in a variety
of circumstances. QAA (for Higher Education) Subject Benchmarking:
The programme facilitated achievement of the graduate characteristics
identified below:- Working as a professional in Health Care: Expectations
Managing oneself, ones practice and that of others in accordance with
the Code of Professional Conduct, and critically evaluating own abilities
and limitations Select and apply knowledge and skills to complex and
unexpected situations Implement strategies to promote and evaluate
partnership working Anticipate potential stressful situations and
participate in minimising risk Recognise the complexity of the
professional, ethical and legal framework and its impact on nursing care
and decision-making Demonstrate sound clinical judgement across a
range of situations and critically evaluate the effectiveness of clinical
judgement across a range of professional care contexts Demonstrate
sound clinical judgement across a range of situations and critically
evaluate the effectiveness of clinical judgement across a range of
professional care contexts Participate in a range of quality assurance
and risk management strategies to create and maintain a safe
environment Provide appropriate levels of guidance, role-modelling and
support to others in the delivery of health care Critically analyse roles
within the multi-professional team and propose ways to strengthen
patient-centred care Delegate care to others as appropriate ensuring
effective supervision and monitoring 5 Demonstrate understanding of
the roles of others by participating in multiprofessional care Principles
and Concepts: Application Demonstrate critical understanding of
research-based knowledge and the application of this to practice
Contribute to the development of protocols to guide the provision of
quality care and minimise risk Capitalise on the potential for health

improvement for patients, clients and groups through the development of

health education/promotion strategies Articulate and justify decisionmaking and problem-solving processes associated with nursing practice
Use relevant theoretical and research evidence to inform a
comprehensive, systematic assessment of the physical, psychological,
social and spiritual needs of patients, clients and communities Monitor
and update priorities within a changing environment and communicate
appropriately Critically evaluate research findings and suggest changes
to planned care Demonstrate an ability to critically challenge the
nursing care delivered taking into account the dynamic social, cultural,
spiritual, legal, political and economic factors Critically evaluate
outcomes of nursing and other interventions, adjusting care accordingly
Contribute with skill and confidence to effective multiprofessional/multiagency working Subject Knowledge, Understanding
and Associated Skills Use knowledge and understanding of the
subjects underpinning nursing (see section A) to provide creative
solutions to health care situations Critically examine the impact of
political and social contexts on the provision of health care Understand
the differences in beliefs and cultural practices of individuals and gro
Confidently present information orally, in writing and, where appropriate
through the use of technology, to provide coherent and logical
arguments in the support of decision-making Critically evaluate
research findings, suggest changes to practice and contribute to health
care research to inform practice development Engage in, and
disengage from, therapeutic relationships through the creative use of
theories and skills, demonstrating ethical discernment and clinical
judgement Use practical skills and knowledge with confidence and
creativity to enhance the quality of care Critically analyse and interpret
data and appraise the value of care delivery and management

///////////////////////////////////////////////////
Mental health policy and practice module
Level;6
Credits;20

Code ps3312
I learnt to recognize various factors that influence the health and care of
individuals in the community. I identified social, cultural, familial, legal,
political, economic, environmental, psychological and spiritual factors
that influence health and social care. I explored the changing framework
surrounding the delivery of health and social care and its implication for
social work and care management. I developed an awareness of the
ways in which these factors contributed to inequality. I was able to
identify and implement some strategies that have been applied in
tackling inequality in practice including developing zero tolerance to the
use of stereotypical language,racism, sexism, ageism and aspersions to
individuals based on cultural, racial, religious, sexual preferences or
lifestylechoices. They will avoid identifying individuals by the name of
their disease. understand the resources available in the community to
provide ethnicity- and gender-sensitive and culturally-competent
healthcare.

Social, Cultural and Community Context of Healthcare

Residents will learn how to recognize the diverse factors that influence
the health of individuals in the community. They will be able to identify
social, cultural, familial, psychological, economic, environmental, legal,
political and spiritual factors that impact health care and health care
delivery. They will respond to the social context created by these factors
by planning and advocating the appropriate course of action at both the
individual and community level. They will develop zero tolerance for
stereotypic language, racism, sexism, ageism, and aspersions to
individuals or groups based on ethnic, religious and sexual preference or
lifestyle choices. They will avoid identifying individuals by the name of
their disease. understand the resources available in the community to
provide ethnicity- and gender-sensitive and culturally-competent
healthcare.

Opportunities to achieve the competency

All rotations
Global Health rotation
Women's Health rotation
Community volunteer work
Rural elective
Lectures
Discussion groups
Seminars
Advances (systematic literature review) project
Geriatrics rotation

This module aims to facilitate exploration of how ethical theories,

principles and English law underpin contemporary healthcare practice
and clinical decision-making. This module aims to examine and develop
the student's understanding of ethical theories or principles and aspects
of English law relevant to contemporary healthcare practice and apply
this to their professional practice.
This module examines and develop the student's understanding of
ethical theories or principles and aspects of English law relevant to
contemporary healthcare practice. Students will be encouraged to
explore their own value systems and how their own professional practice
upholds rights and promotes the wellbeing of the patients or clients in
their care. The module structure, delivery and content will concentrate on
contemporary practice issues and facilitate the students to apply current
healthcare ethics and law. It is expected that students actively prepare
and participate in classroom debate. The learning materials utilised will
enhance their ability to apply moral, ethical, professional and legal
concepts and theory to daily professional practice.

Learning outcomes:
1. Critically explore the application of ethical principles to
contemporary health and social care issues.
2.
Demonstrate ability to critically analyse current ethical, legal and
professional issues in relation to contexts in health and social care.
3.
Adapt personal professional practice through enhanced awareness
and reflect on own values and beliefs systems.