Clinical Academic Internship
| Module title | Clinical Academic Internship |
|---|---|
| Module code | NURM115 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff | Mrs Victoria Sadler (Convenor) Dr Holly Sugg (Convenor) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 10 |
| Number students taking module (anticipated) | 55 |
|---|
Module description
Your Clinical Academic Internship is a 30 credit compulsory module in the final year of your MSci Nursing programme (Single Registration Pathway). Internships may be available in academic or clinical departments. You will identify an internship ‘project’ in conjunction with the host and your academic team. The module is designed to enable the supervised application of your enhanced knowledge and skills in clinical areas, research, education, leadership, management, and/or global health, in a professional working environment. It offers a flexible approach whereby you can focus on a specific area of nursing interest (e.g. acute care, community, primary care, palliative care).
Module aims - intentions of the module
The aim of this module is to enhance your skills, employability and career development. Your internship will be negotiated by you in an area where you may in the future wish to work as a registered nurse. The nursing team will support you in this process.
You will fully integrate Exeter’s seven pillars of nursing into your academic practice as indicated below:
Fundamental essentials of nursing care: You will consider the legal, ethical and accountability issues involved with prescribing and develop knowledge around pharmacodynamics and pharmacokinetics to prepare you for future prescribing practice. The focus will be, enhancing patient safety and provision of excellent quality care. You will learn to manage, supervise and evaluate the fundamentals of nursing care delivery and enabling effective self-management. F
Patient and public involvement: You will apply the principle of “nothing about us without us” and demonstrate the ability to accurately assess a person’s capacity to make sound decisions about their own care and to give or withhold consent. This pillar becomes increasingly sophisticated and integrated with evidence for practice during this module and includes the impact of policy. PPI
Evidence for practice: As an Exeter nurse you will start to produce evidence for practice, you will consider the contribution of quality improvement models, tools and strategies to enhancing patient safety and the provision of quality care. You will make strong conceptual links with the development, testing, evaluation and implementation of complex nursing and other healthcare interventions, and appreciate the centrality of public involvement in service improvement and health services research. E
No health without mental health: This pillar enables you to consider decision making in challenging situations while providing holistic care by involving and advocating for individuals, families and carers. You will provide and support evidence based low intensity interventions for common mental health conditions. MH
Leadership and management: You will be leading on care management, supervising and delegating care, teaching and providing feedback to others. You will be able to debate the leadership challenges involved in partnership working with service users, carers’ families and agencies with complex multi-faceted needs. Leadership is a critical focus as you develop your professional capabilities and achieve an understanding of the operationalisation of health services, including developing a business case underpinned by an application of financial management processes. You will engage in relationship management to include performance management and resource management. LM
Global health: This pillar will enable you to appraise and apply information about health outcomes when supporting people and families to manage their healthcare needs and make important health choices. You will understand the evidence for behavioural change and public health initiatives whilst enabling people to make their own informed personal decisions. GH
Ethics and Professionalism: The Exeter Nurse will demonstrate commitment to professional values - including social justice - and to the flourishing of individuals, families and communities. The Exeter Nurse aspires always to do the right thing and to be of good character (E&P)
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Work independently and as part of an interdisciplinary team to undertake your project. (L&M;GH;E&P)
- 2. Identify the context of your project and the transferability of your knowledge to different settings. (GH)
- 3. Maintain an accurate record of your experiences and write a final report which critically reviews the project rationale, potential impact, and your own contribution. (L&M)
- 4. Locate, critically evaluate, and apply contemporary, relevant, high-quality evidence-based resources, synthesising information to draw reliable and valid conclusions. (E)
- 5. Use expertise and decision-making skills to inform all your interactions with patients and participants who have differentiated or undifferentiated presentations of illness. (F)
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 6. Maintain a holistic view of individuals, considering both physical and mental health needs, whenever working with patients or participants. (MH)
- 7. Where relevant, work in partnership with people, families and carers to provide person-centred care, and to facilitate individuals to make informed choices and manage their own wellbeing. (PPI)
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 8. Demonstrate emotional intelligence, openness to change, and a critical understanding of your professional accountability and responsibility, developing autonomy alongside an awareness of your own limitations. (E&P)
- 9. Critically reflect on your clinical practice, personal and academic skills, linking these to your future learning needs and employability. (E&P)
- 10. Present and communicate complex ideas and findings orally and in writing. (L&M)
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
You have flexibility regarding when you access clincial/ academic practice and supervision. This module requires you to be proactive to ensure you demonstrate meeting the required learning outcomes and minimum time requirment in your clinical or academic setting.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 10 | 20 | 270 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 10 | Tutorial support/ seminar preparation |
| Guided independent study | 20 | Assessment preparation |
| Placement | 270 | Action learning and work-based activity |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Oral presentation of internship experience | 10 minutes | 1-10 | Verbal/ peer feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Internship report | 95 | 5,500 word report | 1-10 | Written feedback |
| Project log book | 5 | Online weekly report (1,500 words in total) | 9 | Online feedback |
| 0 | ||||
| 0 | ||||
| 0 | ||||
| 0 |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Internship report (95%) | 5500 word report | 1-10 | Up to 4 weeks after result |
| Project log book (5%) | Revised weekly reports (1,500 words in total) | 9 | Up to 4 weeks after result |
Re-assessment notes
The assessment strategy requires you to produce a project log book that provides a daily record of your activities during the internship, signed once per week by the internship host (5%). This should be submitted as a weekly on-line report and forms the basis for feedback and action planning. Your second item of assessment is an internship report. The host will also provide comments and evaluate your contribution to the team and project.
Indicative learning resources - Basic reading
Alligood, M.A. (2018) Nursing Theorists And Their Work, Elsevier.
Arnold, E.A., and Boggs. K.U. (2011) Interpersonal Relationships: Professional Communication Skills for Nurses (7th ed.) Elsevier.
Ashelford, S., Raynsford, J., and Taylor, V. (2016) Pathophysiology & Pharmacology for Nursing Students, Sage.
Benner, P. (1984) From Novice to Expert. Excellence and Power in Clinical Nursing. Addison Wesley
Bickley, L.S (2017) Bate’s Guide to Physical Examination and History Taking. Wolters Kluwer.
Bickley, L.S (2017) Bate’s Pocket Guide to Physical Examination and History Taking. Wolters Kluwer.
Blank, R.H., Burau, V., & Kuhlmann, E. (2017) Comparative Health Policy (5th ed.) Macmillan International
Bradshaw, T., and Mairs, H. (eds.) (2017) Health Promotion and Wellbeing in people with Mental Health problems, Sage publications.
Brooker, C., & Nicol, M. (2015) Alexander’s Nursing Practice 4th ed. Churchill Livingstone.
Cody, W. (ed) (2013) Philosophical and Theoretical Perspectives: for Advanced Nursing Practice (5th ed.) Jones and Bartlett.
Edelman, C.L., & Kudzman, E.C. (2018) Health Promotion Across the Life span, Elsevier.
Giger, J.N., (2017) Transcultural Nursing; Assessment and Intervention (7th ed.), Elsevier.
Gould, D., & Brooker, C. (2008) Infection Prevention and Control; Applied Microbiology for Healthcare (2nd ed.) Palgrave Macmillan.
Griffith, R., & Tengath, C. (2017) Law and Professional Issues in Nursing: Transforming Nursing Practice, Sage.
Hubert, R.J., VanMeter, K.C. (2018) Gould’s Pathophysiology for the Health Professions, Elsevier.
Jasper, M., Rosser, M., Mooney, G. (2013) (eds.) Professional Development, Reflection and Decision –Making in Nursing and Health Care. Wiley Blackwell.
Johns, C., Freshwater, D. (2005) Transforming Nursing Through Reflective Practice. Wiley Blackwell.
Innes, J.A., Dover. A.R., & Fairhurst, K. (eds.) (2018) Macleod’s Clinical Examination (14th ed.), Elsevier.
Naidoo, J and Wills, J (2016) Foundations for Health Promotion, Elsevier.
Polit, D.F., and Back, C.H. (2017) Essential of Nursing Research: Appraising Evidence for Nursing Practice. Wolters Kluwer.
Papadopoulos, I. (ed.) (2006) Transcultural Health and Social Care; Development of Culturally Competent Practitioners, Butterworth Heinemann.
Richards, D.A., and Hallberg, I.R. (eds.) (2015) Complex Interventions in Health. Routledge
Rook, S. (2016) Work experience, placements and internships. Macmillan
Schon, D.A. (2006) The Reflective Practitioner: How Professionals Think in Action. Ashgate
Sethia, B., and Kumar, P. (eds.) (2019) Essentials of Global Health Elsevier
Sides, C.H., Mrvica, A. (2007) Internships: Theory and Practice. E Resource
Stanley, D. (ed.) (2017) Clinical Leadership in nursing and Healthcare: Values into Action,(2nd ed.) John Wiley& Sons, available at https://onlinelibrary.wiley.com/doi/book/10.1002/9781119253785
Stein-Parbury, J. (2018) Patient & Person: Interpersonal Skills in Nursing, Elsevier.
Tashiro, J., Shimpuku, Y., Naruse, K. et al., (2013) Concept analysis of reflection in nursing professional development. Japan Journal of Nursing Science 10(2):170-179 available at: https://www.evidence.nhs.uk/Search?q=nursing+reflection&sp=on
Tortora, G.J., Derrickson, B (2017) Principles of Anatomy and Physiology. Wiley.
Toughy, T.A., Jett, K. (2018) Ebersoles and Hess’ Gerontological Nursing and Healthy Ageing. Elsevier.
Waller, D.G., Sampson, A.P et., al. (2014) Medical Pharmacology & Therapeutics, Saunders, Elsevier
Watson, C. (2018) The Language of Kindness: A Nurse’s Story. Chatto & Windus.
West, M.A., Armit, K., Loewenthal, L., Eckert, R., West, T., and Lee, A. (2015) Leadership and Leadership development in healthcare: The Evidence base. The King’s fund/CCL. Available at
https://www.kingsfund.org.uk/publications/leadership-and-leadership-development-health-care
Wright, K.M., and McKeown. M. (2018) Essentials of Mental Health Nursing, Sage Publications
Indicative learning resources - Web based and electronic resources
Department of Health: www.gov.uk/government/organisations/department-of-health-and-social-care
Nursing and Midwifery Council: www.nmc.org.uk
NHS Improvement: https://improvement.nhs.uk/improvement-hub/quality-improvement/
NHS Leadership Academy: https://www.leadershipacademy.nhs.uk
Royal College of Nursing: www.rcn.org.uk
National Institute of Health and Clinical Excellence: www.nice.org.uk
World Health Organisation: www.who.int
Healthtalk online: www.healthtalk.org
WeNurses (@WeNurses) · Twitter: https://twitter.com/WeNurses
The King’s Fund: https://www.kingsfund.org.uk/
https://www.elsevierclinicalskills.co.uk/
Indicative learning resources - Other resources
Journals
American Journal of Nursing
British Journal of Community Nursing
British Journal of Nursing
Evidence-based Nursing
International Journal of Nursing Studies
Journal of Clinical Nursing
Journal of Advanced Nursing
Nursing Ethics
Nursing Management
Nursing Older People
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | NUR1000, NUR1100, NUR2000, NUR2100, NUR3000, NUR3150, NUR3400 NUR3500 |
| Module co-requisites | Enhancing your Adult Clinical practice Level 7 or 30 credits of Module chosen from Enhancing Nursing careers options and NUR3300 |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 28/06/2018 |
| Last revision date | 27/07/2023 |
