Glossary of Terms

Year 1 (60 Credits)

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 🖂
  

RequiredNU140: Intensive Care Nursing 1

NU140: Intensive Care Nursing 1

Semester 1 | Credits: 10

This module focuses on the fundamental principles of critical care nursing. Students are provided with an opportunity to further develop their knowledge and understanding of the physiological effects of critical illness on multiple systems. There will be a particular emphasis on the assessment, monitoring, diagnostic and multidisciplinary management of critically ill patients. The practice component of the module affords the student an opportunity to apply this knowledge and further practice the related skills.

Learning Outcomes

1. Demonstrate and critically reflect on the application of critical care nursing knowledge and skills when performing a comprehensive physical assessment of the critically ill patient
2. Demonstrate the ability to interpret patient data from bedside monitoring devices and communicate their significance to the relevant members of the multidisciplinary team.
3. Critically discuss the impact of single and multiple organ dysfunction on the physiological condition of the critically ill patient
4. Critically appraise and apply relevant theory to support the different methods of delivering oxygen therapy to critically ill patients.
5. Critically discuss the key pharmacological agents used in the management of the critically ill patient who is haemodynamically unstable
6. Critically appraise and apply relevant theory to support the diagnosis and management of an Acute Kidney Injury in critically ill patients.
7. Critically evaluate evidence-based practice guidelines used to support your critical care nursing practice
8. Critically discuss the role of the nurse in reducing risks to and promoting safety of patients, staff, and visitors in critical care settings

Assessments

• Continuous Assessment (60%)
• Oral, Audio Visual or Practical Assessment (40%)

Teachers & Administrators

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

•  FRANCES FARRELLY 🖂
  
•  BERNARD MCCARTHY 🖂
  
•  ANN FRANCES SHEEHAN 🖂
  

Reading List

1. "Critical Care Nursing." by Aitken, L., Marshall, A and Chaboyer, W
   Publisher: Elsevier
2. "Critical care manual of clinical procedures and competencies." by Bench, S., Credland, N., and Hill, C.
   Publisher: John Wiley & Sons.
3. "Essentials of Critical Care Nursing: A holistic Approach." by Morton, P and Fontaine,
   Publisher: Wolters Kluwer/Lippincott Williams & Wilkins.
4. "Critical Care Nursing: Diagnosis and Management." by Urden, L.D., Stacey, K.M and Lough, M.E
   Publisher: Saunders
5. "Intensive Care Nursing" by Woodrow, P and Hill, B
   Publisher: Routledge

RequiredNU141: Intensive Care Nursing 2

NU141: Intensive Care Nursing 2

Semester 1 | Credits: 10

This module aims to provide the student with an opportunity to extend their knowledge and understanding to further develop their competence in critical care nursing. The focus will be on the holistic nursing care and management of the acute critically ill patient with increasing levels of critical illness from single to multiple organ failure. Students will be encouraged to reflect on their nursing practice and develop an analytical approach to evidence-based patient care.
(Language of instruction: English)

Learning Outcomes

1. Critically appraise the nurse’s role in the assessment, monitoring and evaluation of patients requiring invasive ventilation including the prevention of lung injury using evidence-based guidelines
2. Apply the relevant theory to support the nurse's role in liberating the patient from ventilatory supports
3. Critically appraise the assessment, interventions, and evaluation of patients with circulatory collapse requiring vasoactive medications and circulatory support devices in critical care
4. Critically discuss measures undertaken in critical care to reduce the risk of complications associated with Shock and Multi-Organ Dysfunction (MOD) using evidence-based guidelines.
5. Recognise precursors to the catastrophic outcomes in shocked patients with MOD.
6. Critically examine and apply relevant theory to support clinical decisions and the use of life sustaining therapies in a critical care setting.
7. Critically analyse the impact of critical illness on patients and their families and demonstrate your understanding of the importance of holistic approaches to care in contemporary critical care settings.

Assessments

• Continuous Assessment (60%)
• Oral, Audio Visual or Practical Assessment (40%)

Teachers & Administrators

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

•  FRANCES FARRELLY 🖂
  
•  Katherine Pigott 🖂
  

Reading List

1. "ritical Care Nursing. 4th Ed." by Aitken, L., Marshall, A and Chaboyer, W
   Publisher: Elsevier
2. "Critical care manual of clinical procedures and competencies.," by Bench, S., Credland, N., and Hill, C
   Publisher: John Wiley & Sons.
3. "Essentials of Critical Care Nursing: A holistic Approach. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins." by Morton, P and Fontaine, D
   Publisher: Wolters Kluwer/Lippincott Williams & Wilkins.
4. "Critical Care Nursing: Diagnosis and Management." by Urden, L.D., Stacey, K.M and Lough, M.E
   Publisher: Saunders.
5. "Intensive Care Nursing" by Woodrow, P and Hill B
   Publisher: Routledge

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 🖂
  

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 🖂
  

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 🖂
  

RequiredNU142: Intensive Nursing Care 3

NU142: Intensive Nursing Care 3

Semester 2 | Credits: 10

This module focuses on the specialist populations in critical care settings.

Learning Outcomes

1. Critically review the nurse’s role in assessment, intervention and evaluation of patients presenting with haematological dysfunction in critical care
2. Critically discuss the nurse’s role in assessment, intervention and evaluation of patients following trauma
3. Demonstrate the ability to provide evidenced based care safely and effectively for patients undergoing cardiothoracic surgical procedures
4. Critically examine special considerations caring for the paediatric patient in an adult intensive care in consultation with the multidisciplinary team (MDT).
5. Critically review the nurse’s role in assessment, intervention, and evaluation of obstetric patients in consultation with the MDT
6. Critically review the nurse’s role in assessment, intervention and evaluation of bariatric patients requiring critical care.
7. Critically evaluate the social and psychological impact of critical illness on older patients and their loved ones and analyse evidence-based practices that supports older persons' recovery and promotes well-being long term
8. Demonstrate an understanding of the role of the MDT in providing ongoing care needs of the chronically ill critical care patient including assessment, interventions, and evaluation of long-term care and rehabilitation needs
9. Critically reflect on the critical care nurse's role in the context of critical care practice and apply relevant theory to support the further development of advanced nursing roles in contemporary care settings.

Assessments

• Continuous Assessment (40%)
• Oral, Audio Visual or Practical Assessment (60%)

Teachers & Administrators

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

•  FRANCES FARRELLY 🖂
  
•  BERNARD MCCARTHY 🖂
  
•  ANN FRANCES SHEEHAN 🖂
  
•  Katherine Pigott 🖂
  

Reading List

1. "Critical Care Nursing." by Aitken, L., Marshall, A and Chaboyer, W
   Publisher: Elsevier
2. "Essentials of Critical Care Nursing: A holistic Approach." by Morton, P and Fontaine, D
   Publisher: Wolters Kluwer/Lippincott Williams & Wilkins.
3. "Critical Care Nursing: Diagnosis and Management. 8th ed." by Urden, L.D., Stacey, K.M and Lough, M.E.,
   Publisher: Saunders
4. "Critical care manual of clinical procedures and competencies" by Bench, S., Credland N. and Hill, C
   Publisher: John Wiley & Sons,
5. "Intensive Care Nursing" by Woodrow, P and Hill B
   Publisher: Routledge

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 🖂