This module enables nurse practitioners to gain and expand knowledge and skills in the performance of advanced health assessment. It focuses upon the principles and practice of health assessment and history taking to form a nursing diagnosis. Content enables practitioners to undertake comprehensive and focused physical examination and to facilitate the individual to relate the following core content to their particular clinical speciality:
Physical examination using a systems approach: cardiovascular, respiratory, neurological, musculoskeletal, abdominal, head and neck. Associated pathophysiology, health history, health promotion and patient education
Physical examination is considered within the context of: best evidence and practice, the issue of significant negatives, consent, accountability and legal aspects, appropriate documentation.
A particular feature of this module is the opportunity to advance heath assessment skills under the guidance of a clinical preceptor.

1. The performance of focused elements of a physical examination which demonstrate the ability to acquire and apply advanced clinical skills and includes a systematic understanding of relevant theoretical biomedical knowledge. (knowledge and understanding)
2. Accurate interpretation of findings of health assessment to members of appropriate professional groups/multidisciplinary care teams (communication)
3. The application of learning to higher levels of clinical decision making and problem solving (learning, problem solving)

Relates to Staffordshire University Learning Outcomes Knowledge and understanding, Learning, Problem solving, Communication

Bickley, L. S. (1999) Bate's Guide to Physical Examination and History Taking. Philadelphia, J. B. Lippincott.
Bickley, L. S. (2000) Bate's Pocket Guide to Physical Examination and History Taking 3rd Ed.. Philadelphia, J. B. Lippincott.
Benner, P; Tanner, C A and Chelsla, C A (1996) Expertise in Nursing practice - Caring, Clinical Judgement and Ethics. Springer. New York
Fuller, J. and Schaller-Ayres, S. (1994) Health Assessment - a nursing approach. (2nd Ed). Lippincott
Vardaxis, N J (1995) Pathology for the Health Sciences. London. Churchill Livingstone

The skills laboratory equipped with the appropriate clinical instruments to facilitate health assessment of body systems (bell and diaphragm, and cardiology stethoscopes, sphygmomanometers, opthalmoscopes, otoscopes, auroscopes, tuning forks, reflex hammers, penlights, Snellen charts, equipment for sensory assessment and to ensure safety and hygiene). Including the space and facilities to ensure dignity and privacy. VHS recorder and the Bates, B. (1995) Visual Guide to Physical Examination series.
Library and learning resources.

A case presentation to the clinical preceptor of a chosen patient's comprehensive or focused health assessment.
Assessment meets all learning outcomes

The performance criteria for a pass grade include:
Proficient, fluently, presented discussion/arguments that demonstrate understanding of clinical issues in the application of knowledge and skill.
Presentation includes critical analysis that demonstrates breadth and depth of knowledge and where appropriate literature in the subject area, and originality in presentation.
The use of evidence demonstrates an understanding of the advancement of the boundaries of knowledge and skill and is used as a basis for problem - solving.

The performance criteria for a merit grade:
A presentation which meets all the requirements of a pass grade and in addition:
Presents discussion/arguments which have been underpinned by a thorough exploration of data and conceptual - based evidence which may go beyond the boundaries of the discipline. Discussion communicates ideas, arguments and diagnosis logically, concisely, clearly and effectively.

The performance criteria for a distinction grade:
An outstanding presentation, which meets all of the requirements of a merit grade and in addition:
Demonstrates creativity and innovation.
There is substantial evidence of critique, challenge and original thought.
The arguments and discussion presented are compelling and authoritative and demonstrate synthesis to support new ideas.

A PRESENTATION - INDIVIDUAL weighted at 100%.
@

The main focus of the skills laboratory-based learning will be the theory and student practice of health assessment skills (25%). The module requires active participation from students to relate and utilise elements of core health assessment skills and associated pathophysiology relevant to the students' clinical speciality. As part of the formative practice of health assessment skills students will practice these skills upon each other in the skills laboratory.
114 hours of associated study (75%) will be organised independently by the student. This independent study will involve activities related to pathophysiology and biomedical knowledge underpinning health assessment, and the practice of physical examination skills within your clinical speciality.

Student practice of health assessment and physical examination skills

In addition students may, if they wish, complete a formative assessment: student practice of health assessment and physical examination skills