Acutely Ill Adult & High Dependency Nursing – 6KNIA327 Level: 6

Credits: 30

Module leader: Jen White

Tel: 02o 7848 3543

Email: Jennifer.l.white@kcl.ac.uk

____________________________________________________________________

This handbook must be read in conjunction with module information provided on KEATS, the King’s E-Learning And Teaching Service. You will be given access to KEATS on enrolment. Important information relating to assessment and related regulations can be found in the Undergraduate Programme Handbook, available on KEATS and via the Student Services Centre. This handbook can also be provided in alternative formats (such as large print) upon request to asc@kcl.ac.uk.

1

Contents

Module overview .......................................................................................................... 4

Module aim ............................................................................................................... 4

Learning outcomes ................................................................................................... 4 Teaching arrangements ............................................................................................ 5

Dates for examinations ................................................................................................ 6

Results and resits for examinations ......................................................................... 6

Learning outcomes for sessions ................................................................................... 7

Day 1 ............................................................................................................................. 7

Lecture 1 — Induction and Introduction to the Course ............................................ 7 Scenario Seminar ...................................................................................................... 8

Day 2............................................................................................................................. 8

Lecture 1 — Airway and Breathing Assessment, Acid Base Balance ........................ 8 Lecture 2 — Advanced Respiratory Support ............................................................ 9

Lecture 3 — Tracheostomy Care ............................................................................... 9

Day 3............................................................................................................................. 10

Lecture 1 — Circulation Assessment & Cardiac Function ........................................ 10 Lecture 2 — Acute Coronary Syndromes .................................................................. 10

Lecture 3 — Haemodynamic Monitoring ................................................................. 11

Day 4 ............................................................................................................................ 11

Lecture 1 — Neurological Assessment ...................................................................... 11 Lecture 2 — Management of the Patient with Stroke and Head Injury ................... 12

Lecture 3 — Patient with Delirium ........................................................................... 12

Day 5 ............................................................................................................................. 13

Lecture 1 — Renal Assessment ................................................................................. 13 Lecture 2 — Acute Kidney Injury ............................................................................. 13

Lecture 3 — Patients with Liver Disease .................................................................. 14

Day 6 ............................................................................................................................ 15

Lecture 1 — The Deteriorating Patient ..................................................................... 15

Lecture 2 — The Management of Shock ................................................................... 15

Lecture 3 — The Management of Sepsis ................................................................... 16

Day 7 ............................................................................................................................. 17

Lecture 1 — Diabetic Emergencies ........................................................................... 17

Lecture 2 — Diabetes Workshop .............................................................................. 17

2

Day 8 ............................................................................................................................ 18

Return to Patient Scenario ....................................................................................... 18

Mock exam ................................................................................................................ 18

Discussion of Summative Assessment ..................................................................... 18

Module evaluation ........................................................................................................ 19

Action from previous evaluations ............................................................................. 19

Timetable...................................................................................................................... 20

3

Module overview This module can be chosen as part of a programme. The module can also be taken as a freestanding module.

Module aim

To enable you to develop the necessary knowledge and skills to holistically assess and implement the care required to meet the specific needs of the acutely ill and high dependent patient.

• To apply specialist knowledge and skills to meet the needs of the acutely ill and high dependent adult patient.

• To enable the development of skills to effectively lead and manage change within an inter-professional context.

• To reflect on the physiological, psychosocial, spiritual and cultural factors affecting the assessment and management of the acutely ill and high dependency patient.

• To enhance awareness of the principles of evidence based practice specific to the care of acutely ill and high dependency patients and use these findings to promote changes in the delivery of care, where appropriate.

• To instil a self-directed approach to learning by encouraging you to assess your own learning needs, identify sources of information and educational support, and evaluate your own learning.

Learning outcomes

The course contributes to all NHS Knowledge Skills Framework (KSF) core dimensions and a number of specific dimensions. These are highlighted alongside each learning outcome.

• Competently assess, implement and critically evaluate evidence based care for the acutely ill and high dependency adult patient on a general hospital ward, identifying areas for further research. HWB1,2,4,5,6,7,8, IK1-3

• Critically examine the decision-making processes involved in caring for the acutely ill and highly dependent adult patient including in complex and unpredictable situations. HWB5,6,7, G1,2,6

• Critically analyse the contribution of the nurse in caring for acutely ill and highly dependent adults and their significant others whilst maintaining patient autonomy. HWB3, IK1-3, G2,6

• Evaluate the current evidence base for the care and management of acutely ill and high dependency patients. HWB1,2,4-8, IK1-3, G1,6

• Debate appropriate communication techniques for working with acutely ill and highly dependent patients, their significant others and the interdisciplinary team. Examine the changing needs of the acutely ill patient through the care episode. HWB1-8,IK3

• Examine the changing needs of the acutely ill and highly dependent patient through the care episode. HWB1-8, G1,2

• Discuss the consequences for other patients, staff and general ward resources of caring for acutely ill and highly dependent patients for acutely ill patients.G1-4, 6

• Analyse the implications of clinical governance and use of resources available and apply the principles to caring for the acutely ill and highly dependent adult. IK1-3, G1-3,6

4

Teaching arrangements

You will experience various learning activities during the course; formal lectures, clinical scenario sessions, small group tutorials and a series of e-learning activities that support your learning. Your active participation in presentations and discussions is encouraged in order to share your experience and learn from each other during the course. The seminars will be led by the students as we will ask you to bring some examples of patients you have cared for in practice to review management and reflect on the experience. We hope that you will enjoy these activities which have been designed to enhance your learning.

5

Dates for examinations You will be notified of dates for examination on the Student Records section of the King’s Intranet. The examination weeks run from 2 May 2018 to 2 June 2018. You will be notified of the confirmed date closer to the time.

Results and resits for examinations Unratified results from exams will be available on your KEATS module site 4 weeks from the date of the examination. Faculties are required from this academic year 2016/17 to make examination scripts available to any student who makes a request, free of charge. Any requests for examination scripts should still be managed in accordance with the Data Protection Act 1998. Students may request access to their exam paper at any time (after the Assessment Sub Board meeting) during their programme of study. This policy applies to all summative, unseen, written examinations. MCQs and OSCEs are exempt from this process.

If for any reason you are unable to sit the exam you must complete a Notification of Examination Absence form that you can find at this link: https://internal.kcl.ac.uk/nursing/Staff/About-the-Faculty/Faculty-Policy-Zone/M/MitigatingCircumstances/KingsCollegeLondonMitigatingCircumstancesForm.pdf. The external examiner for this module is Jane Rutt-Howard, and please note that, students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments. Re-sit dates will available on your KEATS module site. If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt or re-sitting your examination.

6

Learning outcomes for sessions Day 1 16 January 2017

Lecture 1 — Induction and Introduction to the Course By the end of the session students will be able to:

• Confirm the course registration is correct • Overview of the course • Appraise local and national policies and guidelines affecting the care of the acutely ill adult

patient in hospital.

Indicative reading: Department of Health (2000) Comprehensive Critical Care – a review of adult critical care services. The Stationary Office, London. Creed F. & Spiers C. (2010) Care of the Acutely Ill Adult: An Essential Guide for Nurses, Chapter 2. Oxford University Press, Oxford. National Institute for Health and Clinical Excellence (2007) Acutely ill patients in hospital: recognition of and response to acute illness in adults in hospital. NICE, London. Moore T. & Woodrow P. (2009) High Dependency Nursing Care Observation, Intervention and Support for Level 2 Patients. Baillière Tindall Elsevier, Edinburgh.

Sheppard M. & Wright M. (2006) Principles and Practice of High Dependency Nursing. Baillière Tindall Elsevier, Edinburgh.

Cox C.L. (ed) (2004) Physical Assessment for Nurses. Blackwell Publishing, Oxford. McArthur-Rouse F. (2001) Critical care outreach services and early warning scoring systems: a review of the literature. Journal of Advanced Nursing. 36(5), 696-704. NPSA (2007). Recognising and responding appropriately to early signs of deterioration in hospitalised patients. London: NPSA. Institute for Innovation and Improvement (2010). SBAR tool. http://www.institute.nhs.uk/quality_and_service_improvement_tools/quality_and_service_improvement_tools/sbar_-_situation_-_background_-_assessment_-_recommendation.html Intensive Care Society (2009). Levels of critical care for adult hospital patients: Standards and guidelines. Available at: http://www.sicsag.scot.nhs.uk/Levels_of_Care_Intensive_Care_Society_2009.pdf

7

Scenario Seminar You will work in small groups and will be presented with a simulated patient. You will be asked to assess the patient using ABCDE assessment, calculate a NEWS score, provide immediate nursing interventions, decide on the next course of action, and use SBAR to report. A debrief session will be completed at the end. By the end of the session the student will be able to: • Identified strengths and weaknesses in the assessment and treatment of an acutely Ill adult

patient. • Identified learning needs and develop a personalized learning plan for the course. Day 2 23 January 2017

Lecture 1 — Airway and Breathing Assessment, Acid Base Balance By the end of the session students will be able to:

• Identify the common causes of respiratory distress • Plan and prioritize evidence-based interventions to maintain adequate oxygenation. • Understand the role of medication to improve oxygenation • Evaluate the use of oxygen therapy and associated nursing care

Indicative reading: British Thoracic Society (2008). BTS Guidelines for Emergency Oxygen Use in Adults. BTS & SIGN (2011) British Guideline on the Management of Asthma (Quick Reference Guide). Casey G. (2001) Oxygen transport and the use of pulse oximetry. Nursing Standard 15(47), 46-53. Esmond G. (1998) Nebuliser therapy update. Professional Nurse 14(1) 39-43. Jevon P. & Ewens B. (2001) Assessment of a breathless patient. Nursing Standard 15(16), 48-53. Simpson H. (2004) Respiratory nursing. Interpretation of arterial blood gases: a clinical guide for nurses. British Journal of Nursing 13(9), 522-528. Woodrow P. (2004) Arterial blood gas analysis. Nursing Standard 18(21), 45-52. BTS (2009) Guidelines for the Management of Community Acquired Pneumonia in Adults. NICE (2010) Guidelines on COPD. NICE, London.

8

Lecture 2 — Advanced Respiratory Support By the end of the session students will be able to:

• Understand the appropriate nursing interventions for acute respiratory conditions • Understand modes of NIV delivery (IPAP CPAP) • Understand the physiological effects of NIV and effective assessment of its effectiveness

Indicative reading: British Thoracic Society/SIGN (2003) The British guidelines on Asthma management. Available online www.brit-thoracic.org.uk. Esmond G and Mickelsons C (2009) Non-invasive respiratory support techniques: Oxygen therapy, non-invasive ventilation and CPAP. Blackwell, Chichester. Inwood H. (1998) Advanced airway management. Professional Nurse 13(8): 509-513. World Health Association (2014) Global initiative for Obstructive Pulmonary disease (GOLD). Available at: www.goldcopd.com Woodrow P (2003) Using non-invasive ventilation in acute wards: part 1. Nursing Standard. 18(1), 39-44. Woodrow P. (2003) Using non-invasive ventilation in acute wards: part 2. Nursing Standard. 18(1), 41-44.

Lecture 3 — Tracheostomy Care By the end of the session students will be able to:

• Understand the preparation of equipment and environment for tracheostomy • Understand observations and complications • Understand the safety checks that need to be undertaken

Indicative reading Docherty B. & Bench S. (2002) Tracheostomy management for patients in general ward settings. Professional Nurse 18(2), 100-104. McGrath B. A., Bates L., Atkinson D., & Moore J.A. (2012) Multidisciplinary guidelines for the management of tracheostomy and laryngectomy airway emergencies Anaesthesia 67(9), 1025-41. NCEPOD (2014) Tracheostomy Care: On the Right Trach? National Confidential Enquiry into Patient Outcome and Death, London. NICE (2011) Translaryngeal tracheostomy https://www.nice.org.uk/Guidance/IPG462 NTSP (2013) NTSP Manual 2013. UK National Tracheostomy Safety Project, Manchester http://tracheostomy.org.uk/

9

Day 3 30 January 2017

Lecture 1 — Circulation Assessment & Cardiac Function By the end of the session students will be able to:

• Discuss common causes of acute alterations in cardiovascular function. • Understand cardiac output and the assessment of cardiac function • Plan and prioritize evidence-based interventions to maintain adequate cardiac output /

perfusion. Indicative reading: Docherty B. (2002) Cardio-respiratory physical assessment for the acutely ill. British Journal of Nursing 11(12), 805-806. Society for Cardiological Science and Technology. (2014) Clinical guidelines by consensus: Recording a standard 12-lead electrocardiogram. London: Society for Cardiological Science and Technology. Field D. (1997) Cardiovascular assessment. Nursing Times. 93, 35.

Lecture 2 — Acute Coronary Syndromes By the end of the session students will be able to:

• Evaluate nursing interventions for the patient with acute chest pain. • Appraise the role of medication to improve cardiovascular function. • Evaluate health education to improve cardiovascular function.

Indicative reading: Department of Health (2000). National Service Framework for Coronary Heart Disease. London: Stationary Office. Docherty B. (2001). Chest pain management. Professional Nurse. 16(9), 1334-5. Jones I. (2003). Acute coronary syndromes: identification and patient care. Professional Nurse. 18(5), 289-92. Laight S., Currie M., Davies N. (2006). Cardiac Care. In Sheppard M & Wright M Principles & Practice of High Dependency Nursing. 2nd ed. Bailliere Tindall, Edinburgh.

10

Lecture 3 — Haemodynamic Monitoring By the end of the session the student will be able to:

• Understand the rationale and importance of haemodynamic monitoring • Understand the commonly used tools to measure cardiac output eg arterial blood pressure

monitoring and CVP Indicative reading: Fox F. (2009) Haemodynamic Monitoring and Manipulation: An Easy Learning Guide. M&K, London. Jevons P. & Ewens B. (ed) (2002) Monitoring the Critically Ill Patients. Blackwell Science, Oxford. The Association of Anaesthetists of Great Britain and Ireland 4th Ed (2007) Recommendations for standards of monitoring during anaesthesia and recovery. AAGBI, London. Day 4 6 February 2016

Lecture 1 — Neurological Assessment By the end of the session students will be able to:

• Understand the process of neurological assessment • Recognise the signs of raised intracranial pressure during neurological assessment

Indicative reading: Dawson D. & Shah S. (2006) Neurological care. In Sheppard M & Wright M Principles & Practice of High Dependency Nursing. 2nd ed. Bailliere Tindall, Edinburgh. Woodward S. & Mestecky A-M. (2011) Neuroscience Nursing: Evidence Based Practice. Wiley Blackwell, London.

11

Lecture 2 — Management of the Patient with Stroke and Head Injury By the end of the session students will be able to:

• Identify appropriate management of the patient with raised ICP and the rationale for this • Recognise the neurological changes/deficits patients may experience following acute stroke • Understand the evidence based nursing interventions for the patient with stroke • Demonstrate knowledge of strategic care delivery for patient with stroke in accordance with

current national guidelines

Indicative reading: Brain Trauma Foundation (BTF) American Association of Neurological Surgeons (2007) Guidelines on Severe Traumatic Brain Injury. Available @ www.braintrauma.org Cree C. (2003) Acquired brain injury: acute management. Nursing Standard. 18(11), 45-54. Intercollegiate Stroke Working Party (2004). National Clinical Guidelines for Stroke. 2nd edition. Royal College of Physicians. Available online: www.rcplondon.ac.uk/pubs/books/stroke/index.htm. National Institute for Health and Clinical Excellence (2008) The diagnosis and acute management of stroke and transient ischaemic attacks. NICE, London. NICE (2003) Clinical guideline 4: Head Injury London: National Institute for Clinical Excellence. Woodrow P. (2000) Head injuries: acute care. Emergency Nurse 8(4), 25-34. NICE (2007) Head injury: Triage, assessment, investigation and early management of head injury in infants, children and adults. The Stationary Office, London.

Lecture 3 — Patient with Delirium By the end of the session students will be able to:

• Understand the importance of assessment tools such as those used for levels of sedation, pain and delirium

• Consider the indications for and consequences of the use of restraint • Understand the policy and protocol for falls assessment and the management of injury

following a fall

Indicative reading: NICE (2010) Delirium: Diagnosis, prevention and management of delirium. The Stationary Office, London. Schofield I., Tolson D. & Fleming V. (2012) How nurses understand and care for older people with delirium in the acute hospital: a critical discourse analysis. Nursing Inquiry. 19(2), 165-176.

Law E. (2008) Delirium and dementia in acute hospitals: assessing the impact of RMN input. Nursing Older People. 20(9), 35-39.

12

Day 5 20 February 2017

Lecture 1 — Renal Assessment By the end of the session students will be able to:

• Understand the importance of and mechanisms of fluid balance • Understand the importance of renal assessment.

Indicative reading: Daugirdas J.T. Blake P.G. & Ing S.T (Eds) (2006) Handbook of Dialysis. 4th ed. Lippincott Williams and Wilkins, Philadelphia.

Large W. (2006) Fluid and electrolytes. In Sheppard M & Wright M Principles & Practice of High Dependency Nursing. Bailliere Tindall, Edinburgh. Metheney N.M. (ed) (2000) Fluid and Electrolyte Balance: Nursing Considerations. 4th ed. Lippincott Williams & Wilkins, Philadelphia. Thomas N. (Ed) (2007). Renal Nursing. 3rd ed. Mosby’s Elsevier, China.

Lecture 2 — Acute Kidney Injury By the end of the session students will be able to:

• Discuss causes and clinical indications for the development of acute renal failure. • Evaluate nursing interventions required to maintain renal function. • Discuss the importance of fluid balance

Indicative reading: Campbell D. (2003) How acute renal failure puts the brakes on renal function? Nursing 33(1), 59-63. Redmond A., McDevitt M. & Barnes S. (2004) Acute Renal Failure: recognition & treatment in ward patients. Nursing Standard 18(22), 46-53. Davenport A., Kanagasundaram S., Lewington A. & Stevens P. (2008) UK Renal Association Clinical Practice Guidelines: Acute Kidney Injury. UK Renal Association, London. Ftouh S. & Thomas M. (2013) Acute kidney injury: summary of NICE guidance. British Medical Journal; 347: f4930. Online doi: 10.1136/bmj.f4930 The Renal Association (2011) Clinical Practice Guidelines; Acute Kidney Injury available at : http://www.renal.org/Clinical/GuidelinesSection/Guidelines.aspx

13

Lecture 3 — Patients with Liver Disease By the end of the session students will be able to:

• To understand the common aetiologies of chronic liver disease in the UK • To recognise the stigmata of chronic liver disease • To understand liver biochemistry with regards to liver function, excretion and damage • To analyse the nursing and medical management of the common complications of chronic

liver disease • To explore transplantation options and outcomes for this specific patient group

Indicative reading: Sargent S. (2009) Liver Diseases An Essential Guide for Nurses and Health Care Professionals. Wiley-Blackwell, Iowa. European Association for the Study of Liver Disease (2010). Clinical practice guidelines for the management of ascites, spontaneous bacterial peritonitis and hepatorenal syndrome in cirrhosis. Journal of Hepatology 53, 397-417.

14

Day 6 27 February 2017

Lecture 1 — The Deteriorating Patient By the end of the session students will be able to:

• Evaluate the components of the decision-making process. • Appraise the role of the nurse in the co-ordination of interprofessional teams to provide

effective care for individual patients. Indicative reading: Marquis B. & Huston C. (2000) Leadership Roles and Management Functions in Nursing Theory and Application. 3rd ed. Lippincott, Philadelphia. Department of Health (2009) Competencies for Recognising and Responding to Acutely Ill patients in Hospital. The Stationary Office, London. Available at: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/documents/digitalasset/dh_096988.pdf National Patient Safety Agency (2004) Seven steps to patient safety. NPSA, London. Levett-Jones et al. (2010) The ‘five rights’ of clinical reasoning: An educational model to enhance nursing students’ ability to identify and manage clinically ‘at risk’ patients. Nurse Education 30, 515–520. Reason J. (2009) Human Error. University Press, Cambridge.

Lecture 2 — The Management of Shock By the end of the session students will be able to:

• Compare hypovolaemic, cardiogenic, neurogenic, anaphylactic and septic shock. • Discuss the development of clinical indicators and implications for nursing care.

Indicative reading: Hand H. (2001) Shock. Nursing Standard. 15(48), 45-52. Jevon P. (2010) ‘Recognition and Treatment of Anaphylaxis in Hospital’ British Journal of Nursing 19(16), 1015-1020. Kneale J. (2003) ‘Understanding hypovolaemic shock’ Journal of Orthopaedic Nursing 7(1), 207-213 Resuscitation Council UK (2008) Emergency Treatment of Anaphylactic Reactions: Guidelines for Healthcare Providers. Annane D., Siami S., Jaber S., Martin C., Elatrous S., Declere A.D., Preiser J., Coutin H., Trouche G., Charpentier C., Trouillet J.L., Kimmoun A., Forceville X., Darmon M., Lesur O., Reignier J., Arbroug F., Berger P., Clec’h C., Cousson, Thibault L. & Chevret S. (2013). ‘Effects of fluid Resuscitation with Crystalloids vs Colloids on Mortality in Critically Ill Patients presenting with Hypovolaemic Shock: The CRISTAL Randomised Trial’ (2013) JAMA 310(17), 1809-1817.

15

Lecture 3 — The Management of Sepsis By the end of the session students will be able to:

• Accurately monitor body temperature and identify factors and conditions influencing temperature.

• Discuss the clinical presentation of a patient with sepsis. • Critically evaluate evidence-based management of fever. • Discuss the role and safe administration of antibiotics and anti-pyretics.

Indicative reading: Dellinger et al (2013) Surviving Sepsis Campaign: International guidelines for the management of severe sepsis and septic shock. Critical Care Medicine 41(2), 580 -637. Robson W.P. & Daniels R. (2008) The Sepsis Six: helping patients to survive sepsis. British Journal of Nursing 17(1), 16-21. Seymour C.W, Coopersmith C.M., Deutschmann C.S., Gesten F., Klompas M., Levy M., Martin G.S., Osborn T.M., Rhee C., Warren D.K., Watson R.S. & Angus D.C. (2016). Application of a framework to assess the usefulness of alternative sepsis criteria. Critical Care Medicine 44(3), 122-130.

16

Day 7 13 March 2017

Lecture 1 — Diabetic Emergencies By the end of the session students will be able to:

• Accurately monitor and evaluate blood glucose levels. • Understand the causes and implications of altered blood glucose levels. • In conjunction with the patient plan and evaluate the care to improve blood glucose control. • Critically analyse appropriate responses in emergency situations.

Indicative reading: Department of Health (2001) National Service Framework for Diabetes Mellitus. London: Stationery Office. Moore T. (2004) Diabetic emergencies in adults. Nursing Standard 18(46), 45-52. Joint British Diabetes Societies (2013) The management of diabetic ketoacidosis in adults. Available at: http://www.diabetes.org.uk/Documents/About%20Us/What%20we%20say/Management-of-DKA-241013.pdf [accessed April 2014] Joint British Diabetes Societies (2013) The Hospital Management of Hypoglycaemia in Adults with Diabetes Mellitus. Available at: http://www.diabetologists-abcd.org.uk/subsite/JBDS_IP_Hypo_Adults_Revised.pdf [accessed April 2014]

Lecture 2 — Diabetes Workshop

• A series of case scenarios will be discussed. • Insulin safety will be reviewed

17

Day 8 20 March 2017

Return to Patient Scenario You will work in small groups and will be presented with a more complex simulated patient. You will be asked to assess the patient using ABCDE assessment, calculate a NEWS score, provide immediate nursing interventions, decide on the next course of action, and use SBAR to report. A debrief session will be completed at the end. By the end of the session the student will be able to:

• Apply the principles and knowledge gained in the course to the simulated patient. • Reflect upon learning that has taken place during the course. • Start the process of revision planning for the exam.

Mock exam A short answer paper will be set as a mock exam in the afternoon as a formative session. This will then be reviewed and informally marked in the session to allow for discussion of the questions and answers.

Discussion of Summative Assessment

18

Module evaluation At the end of the module you are requested to complete the short online evaluation which will be available on your module KEATS site. Student evaluations are very important to us and are required by Health Education England and the regional London Local Education and Training Boards.

Action from previous evaluations • Previous student evaluations of the course have found the course valuable and increased

their confidence in looking after acutely ill and high dependency patients. • The following action has been introduced from verbal feedback from students- Increase in

tutorial time.

19

Timetable

6KNIA327 Acutely Ill Adult & High Dependency Nursing

Date Type of Session

Title Time Lecturer Room

Day 1

16 Jan 2017

Lecture Course Introduction 09.00-10.00 Jen White FWB G.80

Lecture Patient Assessment 10.30-12.00

Seminar Patient Assessment & Scenario (Groups will be allocated)

13.00-16.00 Jen White & Claire Todd

FWB 4.63

Day 2

23 Jan 2017

Lecture Airway & Breathing Assessment 09.00-10.00 Claire Todd FWB G.80

Lecture Advanced Respiratory Support 10.30-12.00 Tina Day

Lecture Tracheostomy Care 13.00-14.30 Suzanne Bench FWB 4.63

Seminar Tutorial Group 1 14.30-16.00 Jen White

Day 3

30 Jan 2017

Lecture Circulation Assessment & Cardiac Function

09.00-10.00 Winnie Nwosu FWB G.80

Lecture Coronary Syndromes 10.30-12.00

Lecture Haemodynamic Monitoring 13.00-14.00 Jen White FWB 4.63

Seminar Tutorial Group 2 14.30-16.00

20

Day 4

6 Feb 2017

Lecture Neurological Assessment 09.00-10.00 Claire Todd FWB G.80 Lecture Management of Stroke & Head

Injury 10.30-12.00

Lecture Delirium 13.00-14.30 Corina Naughton FWB 4.63

Self-Directed Study

eLearning components on KEATS

Day 5

20 Feb 2017

Lecture Renal Assessment 09.00-10.00 Eleri Wood

FWB G.80

Lecture Acute Kidney Injury 10.30-12.00

Lecture Liver Disease 13.00-14.30 Adam Riedlinger FWB 4.63

Seminar Tutorial Group 1 14.30-16.00 Jen White

Day 6

27 Feb 2017

Lecture The Deteriorating Patient 09.00-10.00

Jen White

FWB G.80 Lecture Management of Shock 10.30-12.00

Lecture Management of Sepsis 13.00-14.00 FWB 4.63

Seminar Tutorial Group 2 14.30- 16.00

Day 7

13 March 2017

Self-directed study

Prepare for Mock Examination 09.00-10.00

Lecture Diabetic Emergencies 10.30-12.00 Henri Mulnier

FWB G.80

Lecture Diabetes Workshop 13.00-16.00 FWB 4.63

21

Day 8

20 March 2017

Seminar Return to Patient Scenario 10.00-12.00 Jen White & Claire Todd

FWB G.80

Group Session Mock Examination 13.00-15.00 Jen White FWB 4.63 Discussion Discussion of Summative

Assessment 15.00-16.00

Location key:

FWB – Franklin-Wilkins Building, Waterloo Campus

22