Examination of the new-born, examination of multiple systems for children across the age continuum. History taking and critical analysis of the interruption of findings and treatment plans.

This module addresses the guidelines for critical care nursing as described by the Critical Care Nurse Education Review Forum, incorporating the Critical Care National Competency Framework Step 2.The course is delivered across five contact days over a 10-week period within semester 1. You address the complex care required by critically ill patients, enabling you to develop evidence-based knowledge and skills to support effective clinical decision-making.There is emphasis on the safe and effective integration of knowledge and evidence to support clinical decision-making. You access highly realistic patient simulation training in our simulation laboratory. This allows you to experience teamwork, leadership, communication skills, and aspects of clinical practice in a protected learning environment.

THis module adresses the guidelines for critical care nursing as described by the Critical Care Nurse Education Review Forum, incorporating the Critical Care National Competency Framework Step 2.The award is delivered over five contact days over a 10-week period, within semester 1. It addresses the complex care required by critically ill patients enabling you to develop your evidence-based knowledge and skills to support effective clinical decision-making.We provide a virtual learning environment, e-learning@tees to support you with podcasts, blogs and videos. This module has an emphasis on safely and effectively integrating knowledge and evidence to support clinical decision-making. Highly realistic patient simulation training within the simulation laboratory enables you to experience teamwork, leadership, communication skills and aspects of clinical practice in a protected learning environment.

This module addresses the guidelines for critical care nursing as described by the Critical Care Nurse Education Review Forum, incorporating the Critical Care National Competency Framework Step 3. You develop your knowledge through a variety of learning and teaching strategies including seminars, direct supervision in the clinical area, e-resources and simulation. You use our virtual learning environment, e-learning@tees to support your learning with podcasts, blogs and videos. This module has an emphasis on the safe and effective integration of knowledge and evidence to support your clinical decision-making. You take part in highly realistic patient simulation training within the simulation laboratory to experience teamwork, leadership, communication skills and aspects of clinical practice in a protected learning environment.The course is delivered over five contact days over a ten-week period within semester 2. You address the complex care needs required by critically ill patients, enabling you to develop evidence-based knowledge and skills to support effective clinical decision-making.

This module addresses the guidelines described by the Critical Care Nurse Education Review Forum, incorporating the Critical Care National Competency Framework Step 3. Designed for those working in critical care, you learn by a variety of learning and teaching strategies including seminars, direct supervision in the clinical area, e-resources and simulation. A virtual learning environment, e-learning@tees, is provided to support you with podcasts blogs and videos. There is an emphasis upon the safe and effective integration of knowledge and evidence to support clinical decision-making. Highly realistic patient simulation training within the simulation laboratory provides opportunities for you to experience teamwork, leadership, communication skills and aspects of clinical practice, in a protected learning environment. The module is delivered over five contact days over a 10 week period within semester two. It addresses the complex care required by critically ill patients enabling you to develop evidence-based knowledge and skills to support effective clinical decision making.

This module will enhance your knowledge and understanding of a range of presentations and initial measures to stabilise the child. The focus is on the multi-disciplinary team; developing a care plan related to emergency and high dependency settings. You study the assessment of potentially life-threatening symptoms in children from birth to adolescence, from the first point of contact until the child’s discharge or transfer. You link theory to practice through case studies and patient simulation.

Level 6: This module discusses current issues in end of life care for the patient and their family and how these might be addressed. The module is delivered via distance-learning, utilising the virtual learning environment (VLE) e-learning@tees over ten weeks. The VLE contains learning materials that address key topic areas you study, including: handling difficult questions, symptom management, ethical issues and caring for the dying patient. You are supported throughout the module while undertaking a variety of activities including group discussions relating to the holistic management of palliative care patients. Level 7: This module aims to prepare experienced healthcare practitioners to develop a sound knowledge base in the area of end-of-life care. Through distance-learning activities the module will develop the student's ability to critically analyse and evaluate the provision of end of life within the student's own area of practice. It will encourage the student to consider how end-of-life care is delivered and how it can be further developed or enhanced.Students accessing this module will be practitioners in health care and be involved with patients and their families in end-of-life care situations.

The provision of care to those with long-term health conditions continues to be a significant challenge. This award equips registered health care practitioners engaged in the field of long-term health conditions with the necessary knowledge and skills to contribute to the effective assessment and management. It is suitable for registered health care practitioners working in the field of long-term health conditions. Running over seven weeks, the course facilitates the development of practitioners who are able to respond in analytical and innovative ways to the challenging needs of those with long-term health conditions. This is achieved through the development of a robust knowledge-base and use of appropriate physical and clinical examination skills to undertake the assessment of complex health care needs or those presenting with more acute exacerbations, using a range of evidence-based assessment tools and consultation models to enable accurate differential diagnostic decision making. The health care practitioner assesses the health-related needs of families and other informal carers, looking at developing therapeutic relationships and utilising creative problem-solving that enables shared decision-making for the development of care plans, anticipatory care and the delivery of care packages.

This masterclass facilitates the development of registered practitioners who are able to contribute to the effective clinical management and supportive care requirements of clients with long-term health conditions.

You explore how practitioners can use personal effectiveness to demonstrate excellent service provision for people who are frail. You integrate and apply theories and concepts in contemporary health and social care to enhance person-centred care. The needs of frail people are considered as a client group as well as individual service users. You evaluate issues around the appropriate care for service users and their carers.

This masterclass develops and enhances your interpretation of arterial blood gasses (ABGs) and common blood tests. It is aimed at staff who want to understand more about ABG interpretation and interpreting common blood test results. Links to NMC Standards of proficiently 2.2: interpreting normal and common abnormal blood profiles and venous blood gases.

This masterclass provides an overview of the care needs of older adults for a multidisciplinary group. Through facilitative sessions you help to shape the masterclass content and identify learning aims as a group. Materials are subsequently prepared to respond to learning requests. For example, if the group comprises learners from a social care setting, the social care needs of older people will be emphasised. If the group comprises more learners who care for physical needs of older people, more attention may be given to the co-morbidities and complex pathophysiology associated with older adults.

This module enables you to develop basic skills in specific treatment techniques for depression and anxiety disorders. This includes the development of simple formulation, exposure response prevention, working with cognitive processes and ending therapy in line with evidence based practice. Level 5 Credits 20

This is a blended-learning award for a registered multiprofessional students. Study this award and you develop the knowledge and skills you need to help holistically manage clients with diabetes in primary care. You explore pathophysiology, epidemiology, screening, monitoring, diagnosis, pharmaceutical therapeutics, medical devices and the psychosocial consequences of diabetes. You study the taught content?over 10 weeks through blended learning this is over five full days on alternating weeks over the 10-week period. Your assessment submission is two weeks after completing the taught content (week 12).

You build upon existing knowledge to improve the quality of care and service delivered to those living with diabetes. You are introduced to different types of diabetes, its current treatment and management, including monitoring and technology, targets, medication, exercise and diet. Both acute and long-term complications associated with diabetes is discussed. You consider pre-conceptual care and pregnancy, and how to support service users of all ages throughout their long-term condition. Finally, you review practical behaviour change tools and the importance of evidence-based structured education with examples that can be adapted into practice.

Asthma and COPD will be presented as distinct components as they are different disease processes with dissimilar causes and treatments. The main aim of the module will be to help the practitioner correctly identify patients with Asthma and COPD so that patients can be given optimal advice, support, education and treatment. In addition, the patient's response to the illness experience will be explored alongside strategies to promote patient empowerment in managing their disease state, with the hope that patients will eventually experience minimal symptoms with maximal improvements in their health and quality of life.

This practical and interactive masterclass will develop and enhance your knowledge in the assessment and management of venous leg ulceration. Following the delivery of related underpinning theory you will have the opportunity to undertake practical sessions related to the management of venous leg ulceration

Independent and supplementary prescribing is an integrated feature of health service delivery, with some health specific professionals qualified to prescribe across a range of healthcare settings. Advancing roles within both nursing and allied health professions has provided a greater access to medicines. This award provides nurses and allied health professionals (physiotherapists, radiographers, podiatrists, dietitians and paramedics who are working in advanced practice roles) with the knowledge and skills to prescribe safely and effectively. You must work within your own scope of practice and area of competence, and as such be in a position to complete the care cycle in a holistic manner for clients within your care.

The Consortium for the Accreditation of Sonographic Education (CASE) recommends a postgraduate certificate (PgCert) in medical ultrasound to be the minimum qualification required to practise ultrasound in the UK. This CASE-accredited course enables healthcare professionals from varying clinical backgrounds to become safe, competent ultrasound practitioners. The course: . develops you academically to postgraduate level . enables you to become an autonomous practitioner with the skills to undertake high . quality medical ultrasound examination competently and safely in a defined area of ultrasound practice, placing the person at the centre of care . enhances your critical skills to enable you to promote high quality evidence and care . promotes an ethos of caring, compassion, professionalism, excellence and lifelong learning . enables you to function as a valued member of the multi-disciplinary healthcare team.

The first year of this Consortium for the Accreditation of Sonographic Education (CASE) accredited course enables healthcare professionals from varying clinical backgrounds to become safe, competent ultrasound practitioners. The second year allows you to increase your clinical leadership and research knowledge. The course: . develops you academically to postgraduate level . enables you to become an autonomous practitioner with the skills to undertake high . quality medical ultrasound examinations competently and safely in a range of ultrasound practice, placing the person at the centre of care . enhances your critical skills enabling you to recognise and promote high quality evidence and care . develops your leadership abilities by providing you with a knowledge of research design or service improvement . promotes an ethos of caring, compassion, professionalism and lifelong learning development . enables you to function as a valued member of the multi-disciplinary healthcare team

Level 6) This module enables registered and practising midwives and neonatal nurses to undertake a routine physical examination of the newborn (NIPE). Level 7) This module enables registered and practising midwives and neonatal nurses to undertake a routine physical examination of the newborn (NIPE). It also enables the student to progress academically at level 7 (masters). 

You will cover learning theories, assessment and how to evaluate educational programmes. You will also cover aspects of supervision, mentorship and preceptorship. Preparation for Mentorship This programme meets NMC competencies

This programme is a key qualification needed for anyone wanting to become and advanced practitioner or operate in an advanced practice role.

This course trains you to carry out an in-depth history and conduct systematic physical examinations of different areas of the body including the respiratory system, cardiovascular system and the central nervous system. You will also learn best practice in documenting and communicating your findings.

By becoming a pharmacist independent prescriber you will be able to prescribe autonomously for any condition within your clinical competence.

This masterclass will introduce students with the relevant knowledge and skills to motivational interviewing and behaviour change techniques to apply in practice to facilitate change in health-related behaviours.

This masterclass is aimed at increasing knowledge and awareness of the symptoms and causes of dementias and the impact these may have on both the person and people who care. There will be an introduction to some practical strategies for managing the needs of people with dementia.

You gain a comprehensive knowledge of trauma assessment and management systems within the acute phase of trauma management. You study the assessment, care and management of children and adults with life-threatening traumatic injuries who require emergency care within pre-hospital or emergency department settings.

This award is for healthcare professionals who administer cytotoxic chemotherapy for patients with cancer. On completion you reach the required standard for practice by the North of England and the national standard Cancer Quality Measures (DH, 2004). As a healthcare professional you provide high standards of evidence-based holistic care to patients and their families and are assessed as competent in chemotherapy administration. The course enables you to: develop competencies to meet North of England chemotherapy competencies analyse and evaluate principles underpinning the care of patients receiving chemotherapy - demonstrating the intellectual flexibility required for decision making and the care of patients receiving chemotherapy.

You progress towards achieving the neonatal nurse qualification in speciality (QIS) status within the neonatal special and high dependency care setting. This award is part of a 60-credit programme delivered as two 30-credit, degree-level awards spanning one academic year. The other award is Care of the Neonate in Intensive Care. The award enables you to:  further develop your understanding of the principles and clinical concepts relating to neonatal special and high dependency care further develop your knowledge and skills in neonatal special and high dependency care progress towards achieving the neonatal nurse qualified in speciality status.

You progress towards achieving the neonatal nurse qualification in speciality (QIS) status within the neonatal special and high dependency care setting. This award is part of a 60-credit programme delivered as two 30-credit, degree-level awards spanning one academic year. The other award is Care of the Neonate in Special and High Dependency Care. If your normal place of work does not provide neonatal intensive care, you need to complete no less than four weeks in a supernumerary practice placement in a negotiated in a neonatal intensive care unit. This is required to help you achieve specific neonatal intensive care unit clinical competencies. You must have a designated practice mentor to support your development and to assess the practice competencies. The practice mentor must be an experienced registered nurse with the neonatal QIS qualification and must also have completed a mentorship preparation programme.

This module aims to equip practitioners with the necessary knowledge and skills to facilitate the clinical assessment of patients in acute and community setting within the scope of advanced practice specified by their employer. In having both a theoretical and clinical component, the module aims to extend practice and equip the practitioner with the knowledge, skills and attitudes necessary to be operational in the physical assessment, diagnosis and patient management elements of advanced practice.

This award facilitates healthcare professionals to develop, enhance, appraise and evaluate evidence-based knowledge underpinning the issues relating to electrocardiography interpretation and treatment of the adult patient with cardiac disease. The award addresses the multi-professional care and management of clients who require cardiac monitoring.

This module develops Health and Care Professions Council registered paramedics’ knowledge and skills in the management of patients presenting to the ambulance service following non-urgent 999/111 calls within the pre-hospital environment. It will enhance the paramedics skills to support clinical decision-making and autonomous practice. The module will also focus on the development of clinical reasoning and problem solving skills to enhance paramedic practice. In addition the roles and responsibilities of the multi-disciplinary team and referral pathways will be critically explored. Students will further develop their comprehensive knowledge and skills in assessment and management of minor injuries and illness throughout the lifespan. Ethical, legal and professional issues surrounding autonomous practice will be analysed and evaluated. Clinical skills will be developed to manage patients who do not require immediate transportation to acute care.

Module will develop physical assessment and interpretative skills to support clinical decision-making in practice.

Professional qualification for suitably qualified health professionals to prescribe medications / products independently and on a supplementary basis within their clinical competence and field of practice.

Independent and supplementary prescribing is an integrated feature of health service delivery, with some health specific professionals qualified to prescribe across a range of healthcare settings. Advancing roles within both nursing and allied health professions has provided a greater access to medicines. This award provides nurses and allied health professionals (physiotherapists, radiographers, podiatrists, dietitians and paramedics who are working in advanced practice roles) with the knowledge and skills to prescribe safely and effectively. You must work within your own scope of practice and area of competence, and as such be in a position to complete the care cycle in a holistic manner for clients within your care.

The aim of this module is to increase awareness of improving diabetes management. It was developed by OU health and social care academics in association with Diabetes UK; it is a short online course (55 hours of learning) in our suite of transforming care short courses. Each transforming care course was developed following a period of consultation with practitioners active in their field and critically reviewed by Diabetes UK and academic experts. KG003 addresses types 1 and 2 diabetes and cover: standards of care; characteristics of empowering practitioner-patient relationships; medical management; screening for complications; risk factors as well as psychosocial aspects of diabetes. It incorporates a focus on workplace practice including regular opportunities for learners to reflect upon their own context and practice.

The aim of this module is to increased awareness of improving health and wellbeing. It is a short online course in our suite of transforming care short courses. Each transforming care course was developed following a period of consultation with practitioners active in their field and critically reviewed by academic experts. The learning resources draw on rich audio-visual case studies enabling insight into the patient/service user experience. Each course incorporates a focus on workplace practice including regular opportunities for learners to reflect upon their own context and practice; KG004 addresses the MECC agenda making every contact count-and was developed specifically to support practitioners to address health and life-style improvements for patients/service users.

This 25-hour course is aimed at doctors, nurses or allied health professionals working within the health service at various stages in their careers. It is a self-contained introduction to leadership behaviours and skills for clinicians, the course explores the kinds of personal characteristics and abilities relevant to carrying out effective leadership. It invites you to develop a personal leadership style that plays to your own preferences and strengths.

You’ll learn about the major human body systems (cardiovascular, respiratory, excretory, endocrine, nervous, digestive, reproductive) and their major dysfunctions, as well as look at multifactorial conditions related to lifestyle choices. While learning the basic science, the material will also emphasise the richness of interactions between the individual and their environment. You’ll learn human biology in an interdisciplinary context; relatable to a variety of backgrounds, whether science, technology, the humanities or the health professions. It will enable you to appreciate how such knowledge is relevant to issues in health and disease.