Glossary of Terms

Year 1 (60 Credits)

RequiredNU611: Specialist I (Medical Emergencies)

NU611: Specialist I (Medical Emergencies)

Semester 1 | Credits: 10

Unit 1: Respiratory Assessment Respiratory assessment, Physical assessment skills, SpO2 & ABG monitoring, Airway adjuncts, oxygen delivery and mechanical ventilation Unit 2: Care and Management of Acute Respiratory Emergencies The unit introduced the international guidance on ‘best practice’ to be used when caring for patients with COPD, Asthma, Pneumonia and COPD. Unit 3: Cardiovascular Emergencies Prevalence, pathophysiology and prevention of cardiovascular disease Assessment of patients with cardiovascular emergencies. Acute cardiac emergencies and the evidence-based guidelines that exist in relation to the assessment and management of these patients in Emergency nursing – Acute Coronary syndromes. Unit 4 Cardiac Arrhythmias Anatomy of the heart and the physiology of the cardiac cycle to enable understanding of the electrophysiological component of heart function. ECG and rhythm interpretation Medical and nursing care and implications of specific arrhythmias Unit 5 Haematological and Endocrine Emergencies Focus on the pathophysiology, presenting features, assessment and management of specific haematological and endocrine emergencies
(Language of instruction: English)

Learning Outcomes

1. Develop a comprehensive evidence-based approach to the assessment of the patient presenting with an acute medical condition
2. Describe and interpret correctly the symptoms of altered respiratory function, and the disease process associated with this
3. Demonstrate safe, appropriate evidence-based use of all airway management, airway adjuncts and the role of the emergency nurse in assisting with Rapid Sequence Induction Anaesthesia. CPAP,BIPAP and NIMV methods.
4. Demonstrate an understanding physiological changes demonstrated by arterial blood gasses, the oxygen dissociation curve and the role of SaO2 monitoring and their implications for patient care.
5. Demonstrate the ability to analyse and respond effectively to the care of the person with sudden parameter changes in relation to respiratory function.
6. Critically discuss the evidence based guidelines which determine the management of patients with COPD, Asthma, Pneumonia and Pulmonary Embolus.
7. Discuss the role of the nurse in caring for patients with cardiovascular emergencies, an evidence-based approach to the care and management of patients with Acute Coronary Syndromes, Angina, and Myocardial infarction, the principles underpinning the assessment of a patient who presents with chest pain to the emergency department.
8. Give a detailed description of an evidence-based approach to the care and management of patients with Acute Coronary Syndromes, Angina, and Myocardial infarction along with demonstrating understanding of the interpretation of rhythm strip, cardiac investigations/bloods
9. Critically discuss the evidence-based management of patients presenting with haematological and endocrine emergencies
10. Integrate research findings in the provision of evidence-based care to acutely ill clients

Assessments

• Continuous Assessment (10%)
• Department-based Assessment (90%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  BERNARD MCCARTHY 🖂
  
•  DEIRDRE FITZGERALD 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂
  

RequiredNU921: Clinical Competence 1

NU921: Clinical Competence 1

Semester 1 | Credits: 0

(Language of instruction: English)

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  ANDREW HUNTER 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  MARCELLA HORRIGAN-KELLY 🖂
  
•  CLAIRE QUINN 🖂
  
•  ELAINE O'HARA 🖂
  
•  Derek O'Keeffe 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  

RequiredNU623: Clinical Governance: Supporting Safe Practice

NU623: Clinical Governance: Supporting Safe Practice

Semester 2 | Credits: 10

This module will examine clinical governance and its role in supporting safe practice. Errors are inevitable in healthcare systems (Commission on Patient Safety and Quality Assurance, 2008). It is estimated that medical errors would rank 5 in the top 10 causes of death in the United States, ahead of accidents, diabetes, and Alzheimer’s disease, if included on the National Centre for Health Statistics’ list (Joint Commission, 2005 p.7). In Ireland, the Commission on Patient Safety and Quality Assurance (2008) acknowledge that healthcare will never be risk free but argue that it is critical that the systems in place are as safe as possible, that the right ‘checks and balances’ are in place and that learning results from mistakes. To ensure this happens it is important that programmes prepare nurses to promote and enhance clinical safety. The module is guided by the National Patient Safety Framework (The Australian Council for Safety and Quality in Health Care, 2005) and the World Health Organisation (WHO) Patient Safety Curriculum Guide for Medical Schools (WHO, , 2009), National Patient Safety Strategy 2019-2024 (HSE, 2019) and the HSE Code of Governance (HSE, 2021).
(Language of instruction: English)

Learning Outcomes

1. Examine the concept of ‘clinical governance’ in the Irish healthcare system
2. Identify and evaluate the factors that determine the quality and safety of healthcare from the perspective of (i) the nurse or midwife (ii) the client (iii) the multidisciplinary team and (iv) the wider healthcare system
3. Explore their role in promoting and enhancing safety as a member of the multidisciplinary team
4. Critically evaluate risk assessment processes and issues relevant to their practice setting.
5. Evaluate their contribution to quality improvement in their practice setting

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  EIMEAR BURKE 🖂
  
•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  CATHERINE MEAGHER 🖂
  
•  MARI MORAN 🖂
  
•  CLAIRE O'TUATHAIL 🖂
  
•  CLAIRE QUINN 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂
  

RequiredNU613: Specialist 3 (Specialist Patient Populations)

NU613: Specialist 3 (Specialist Patient Populations)

Semester 1 | Credits: 10

This module is wide-ranging and the content is reflective of patients who present to emergency departments from specialist patient populations. This module addresses the unique needs and challenges of caring for paediatric, psychiatric, gynaecologic/ obstetric, cancer patients (haemotology & oncology) and older persons in Emergency Departments. A review of relevant national care pathways, protocols and agreed standards of care aimed at these groups shall be explored.
(Language of instruction: English)

Learning Outcomes

1. Critically evaluate the nurse’s role in caring for paediatric emergencies and the concept of child and family centered care.
2. Recognise the potential causes of bleeding in early and late pregnancy and discuss the treatment and pathophysiology of miscarriage and ectopic pregnancy.
3. Critically analyze and evaluate nursing interventions when caring for specialist client groups such as Mental Health.
4. Critically discuss the physical and psychological care of the person/child following self-inflicted overdose/intoxication.
5. Critically discuss the multidisciplinary approach to the care and management of older person in the Emergency Department and compare evidence based guidelines and recommendations.
6. Critically analyse and evaluate nursing interventions when caring for specialist client groups such as ENT and minor injuries.
7. Critically examine the role of the nurse in analysing and responding to the patient’s experience of pain during emergency department care and with cancer diagnosis.
8. Understand the Emergency Medicine Programme (EMP) Clinical Guidelines and na1onal agendas for specific assessment and intervention at triage and for certain populations attending the ED.
9. Demonstrate knowledge of guidelines, policies, procedures, and tools used to detect and screen client groups that are ‘at risk’.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  ANDREW HUNTER 🖂
  
•  ALISON VAN LAAR 🖂
  
•  DEIRDRE FITZGERALD 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂
  

RequiredNU612: Specialist 2 (Major Trauma & Surgical Emergencies)

NU612: Specialist 2 (Major Trauma & Surgical Emergencies)

Semester 2 | Credits: 10

This module focuses on surgical and trauma emergencies and uses simulation facilities for the on site workshops Unit 1: Multiple Trauma This unit focuses on the assessment and management of patients who present with multiple injuries to the Emergency Department. Multiple trauma patients require a systematic collaborative team approach in order to optimise patient outcome. Unit 2 Thoracic and Abdominal Trauma This unit concentrates on the nursing care of patients with thoracic and abdominal trauma. Emphasis is given to the mechanism of injury, history taking and physical assessment aspects of nursing care and management Unit 3 Orthopaedic Trauma This unit focuses on the care of patients with musculo-skeletal injuries and spinal trauma. The unit will examine the appropriate preparation required in the emergency department for receipt of patients with these types of injuries in addition to exploring best practice in the assessment, management and evaluation of them. Unit 4 Brain, Spinal Cord, Peripheral Nervous System Trauma This unit shall focus on the care and management of patients who present with neurological trauma. The medical and surgical principles of treatment shall be reviewed and some of the more common disorders/presentations considered. Unit 5 – Gastrointestinal, Renal and Genitourinary Emergencies Emphasis within this unit is on rapid, but thorough patient assessment, history taking, physical examination, diagnostic investigations and data collection. Timely initial resuscitation, early symptom relief and acute management such as surgery are the key priorities.
(Language of instruction: English)

Learning Outcomes

1. Develop a comprehensive evidence-based approach to the assessment of the patient presenting with an acute surgical condition
2. Examine the nurse’s role in holistically caring for the emergency patient who requires surgery including family support, reassurance and spiritual care
3. Demonstrate the knowledge and understanding necessary in the comprehensive assessment and management of care for patients in the first golden hour of trauma care.
4. Appraise and identify actual and potential problems which may arise when patients have been exposed to traumatic injuries
5. Identify components of the primary and secondary trauma survey and demonstrate how to conduct a head to toe assessment.
6. Develop an awareness of the impact of trauma on the individual and their families including the physiologic, psychological, spiritual and socioeconomic perspectives
7. Understand the importance and potential influence of the Emergency Nurses role in relation to issues of injury prevention and control.
8. Demonstrate knowledge of the nursing assessment, care and management of patients with the following thoracic injuries: Rib and Sternal Fractures, Flail Chest, Pneumothorax, Haemothorax, Pulmonary Contusion, Ruptured Diaphragm, Tracheobronchial Injury, Myocardial Contusion, Pericardial Tamponade, Aortic Injuries
9. Demonstrate knowledge of the nursing assessment, care and management of patients with the following selected abdominal injuries: Hepatic injuries, Splenic injuries, Hollow Organ Injury, Renal injuries, Bladder and Urethral Injuries. Discuss the nursing assessment of patients with thoracic and abdominal trauma
10. Critically examine the application of theory to clinical practice when assessing, planning, implementing and evaluating care of the trauma patient.
11. Critically examine the role of the nurse in caring for patients with musculo-skeletal and spinal injuries
12. Critically examine the role of the nurse in preparing the patient for transfer to definitive care Develop a comprehensive evidence based approach to the assessment of patients with neurological disorders
13. Critically examine the role of the nurse in caring for patients with neurological disorders.
14. Discuss the principles underpinning the assessment of a patient who presents with abdominal pain to the emergency department.
15. Demonstrate proficiency in the related clinical skills of inspection, palpation, percussion and auscultation of the abdomen
16. Critically examine the role of the nurse in caring for patients with gastro-intestinal, genitourinary or renal emergencies

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  ANDREW HUNTER 🖂
  
•  BERNARD MCCARTHY 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  

RequiredNU6439: Service Improvement

NU6439: Service Improvement

Semester 2 | Credits: 10

This module will allow the student the opportunity to plan and implement, with their manager, and an academic facilitator, a service improvement initiative. The project will focus on an issue of relevance to client care or service improvement and must be supported by the student’s line manager and/or clinical facilitator. Examples of the types of projects include: completion of a defined literature review supporting some aspect of unit work, preparation of a patient education leaflet (supported by an evidence based rationale presented separately), development of a patient education pack (supported by an evidence based rationale presented separately), development of a strategy to reduce waiting time, an initiative that will improve patient/staff safety, development/implementation of guidelines/policies, an initiative that improves the quality of patient services or the work environment, an initiative that saves time/money or any issue/problem/change that can be addressed through action. This work must be completed within a calendar year.
(Language of instruction: English)

Learning Outcomes

1. Critically examine a practice issue and contribute to service improvement
2. Integrate and apply learning from other modules
3. Work collaboratively with peers and clients
4. Become an autonomous and independent learner
5. Develop the skills and knowledge needed to implement a change in clinical practice
6. Develop their skills of analysis, critical thinking, problem-solving and reflection

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  CATHERINE MEAGHER 🖂
  
•  MARI MORAN 🖂
  
•  MARCELLA HORRIGAN-KELLY 🖂
  
•  CLAIRE QUINN 🖂
  
•  DEIRDRE FITZGERALD 🖂
  
•  Duygu Sezgin 🖂
  
•  Martina Giltenane 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂
  

RequiredNU502: Advanced Research Methods

NU502: Advanced Research Methods

Semester 1 | Credits: 10

. This module is designed to enable students to explore the methodological and practical issues of research. It will help students determine the appropriate research design for research questions in their practice and provides an opportunity for students to debate, challenge and clarify research issues. This module will also help students understand the systematic review process and types of reviews, Finally, the module prepares students to develop a research protocol.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate an understanding of what is meant by ‘evidence-based practice’
2. Discuss theoretical perspectives on research methodology
3. Formulate an answerable clinical question using the PICO approach
4. Develop a database search strategy
5. Explain the key characteristics, strengths and weaknesses of the main qualitative and quantitative research methodologies
6. Articulate a research problem and formulate a research question or hypothesis as appropriate to guide the conduct of a study
7. Justify the use of appropriate data collection, sampling, and data analysis methods for qualitative and quantitative research
8. Discuss rigour in the context of quantitative and qualitative research
9. Discuss evidence synthesis of quantitative and qualitative research
10. Create a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  BERNARD MCCARTHY 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  CLAIRE O'TUATHAIL 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  AMANDA WALSH 🖂
  
•  DECLAN DEVANE 🖂
  
•  FIONNUALA JORDAN 🖂
  
•  STEPHEN KENNETH BRADLEY 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  

RequiredNU922: Clinical Competence 2

NU922: Clinical Competence 2

Semester 2 | Credits: 0

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  ANDREW HUNTER 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  ANNE O'GRADY 🖂
  
•  DEIRDRE ROCHE 🖂
  
•  MARCELLA HORRIGAN-KELLY 🖂
  
•  ELAINE O'HARA 🖂
  
•  Derek O'Keeffe 🖂
  
•  Peter Carr 🖂
  

Year 2 (30 Credits)

RequiredNU6515: Research Dissertation

NU6515: Research Dissertation

Semester 1 and Semester 2 | Credits: 30

Students will be required to undertake a piece of primary research or an evidence synthesis on a topic relevant to their practice area. Students will be assigned a research supervisor who will support them in undertaking this work.
(Language of instruction: English)

Learning Outcomes

1. Demonstrated knowledge of ethical requirements and procedures by negotiating access to research site/participants by securing ethical approval from the appropriate Research Ethics Committee in the case of primary research. Or in the case of evidence synthesis/secondary data analysis, demonstrate knowledge in the process of negotiating access to full text data not available in the library databases.
2. Developed a research question(s) of significance to area of of significance to their specialist nursing/midwifery professional practice or a problem statement(s) based on a review of evidence-based literature.
3. Identified and apply an appropriate method(s) to achieve the objectives of the research question (s)/ hypothesis for primary data collection, or in the case of secondary data analysis, employ valid and reliable method(s) for processing and analysing archived research data
4. Critically discuss research findings with reference to the methods used, current literature and professional practice.
5. Prepared a scholarly report (Option A) research article (Option B) ready for publication which will demonstrate accurate expression, analysis, and synthesis of the research subject.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  GLORIA AVALOS 🖂
  
•  MIRIAM BRENNAN 🖂
  
•  EIMEAR BURKE 🖂
  
•  DYMPNA CASEY 🖂
  
•  MAURA DOWLING 🖂
  
•  ANNE FALLON 🖂
  
•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  ANDREW HUNTER 🖂
  
•  BERNARD MCCARTHY 🖂
  
•  TERESA MEANEY 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  CLAIRE O'TUATHAIL 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  PATRICIA HEALY 🖂
  
•  GEORGINA GETHIN 🖂
  
•  DECLAN DEVANE 🖂
  
•  MARCELLA HORRIGAN-KELLY 🖂
  
•  FIONNUALA JORDAN 🖂
  
•  CATHERINE HOUGHTON 🖂
  
•  STEPHEN KENNETH BRADLEY 🖂
  
•  CLAIRE QUINN 🖂
  
•  MARION O'REGAN 🖂
  
•  Derek O'Keeffe 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂