| CODE | NUR3910 | ||||||||||||
| TITLE | Personal Growth and Development 3 | ||||||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||||||
| MQF LEVEL | 6 | ||||||||||||
| ECTS CREDITS | 4 | ||||||||||||
| DEPARTMENT | Nursing | ||||||||||||
| DESCRIPTION | The third study-unit on personal and professional development continues to build upon the learning of the two previous study-units that took place in year 2 and semester 1 of year 3. It wraps up the final year of the journey as student nurses. The learning will take place in 5 x 6 hourly workshops which will be predominantly student led. The students will be challenged to reflect on further actions, both on a personal and professional level, which would held them to reach their goals of becoming effective and proficient nurses. By adopting a humanistic and social justice framework, students will be encouraged to apply creative thinking tools to various learning activities (such as debates, digital storytelling and compilation of personal e-portfolios). These activities will foster further self-confidence and assertiveness, so as to challenge the status quo through being active change makers in an ever changing clinical landscape. Study-Unit Aims: - Enable students to become active change makers, through a critical exploration and understanding of their own individual and group development, over the 3 years of the programme; - Guide the students to critically explore core human issues that directly and indirectly impact nursing practice; - Encourage students to reflect on, and analyse their journey from student to future nurses, to enable an understanding of of the moral and ethical implications of being a professional nurse and the impact of this on both the patients/clients and the profession at large. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - Apply evidence-based knowledge to practice, in relation to specific health and social issues; - Critically discuss how these health and social issues impact humankind and illness experiences; - Critically discuss how these health and social issues impact the nursing profession; - Assess the impact of newly gained knowledge in direct relation to practice and care delivery; - Explain the role e-portfolios play in their own professional development. 2. Skills: By the end of the study-unit the student will be able to: - Demonstrate the ability to adopt a critical outlook to reading,thinking and speaking, using a variety of evidence based sources; - Demonstrate creative thinking methods to guide their own reflective thinking and performance; - Compile a professional e-portfolio.; - Create a digital story; - Actively debate in a clear and concise manner that clearly demonstrates a respect for others' diverse opinions; - Formulate pertinent questions and provide peer feedback in a constructive manner. Main Text/s and any supplementary readings: Supplementary Readings: - Rosser, M., Jasper, M. & Mooney, G. (2013) Professional Development, Reflection and Decision-Making in Nursing and Healthcare, 2nd Edition (Advanced Healthcare Practice), Wiley-Blackwell. - Barnard, A. (2017) Developing Professional Practice in Health and Social Care. Routledge. - Jasper, M. (2011). Professional development, reflection and decision-making for nurses. John Wiley & Sons. - Price, B., & Harrington, A. (2016). Critical thinking and writing for nursing students. Learning Matters. - Storr, W. (2020). The science of storytelling: Why stories make us human and how to tell them better. Abrams. - Digital Storytelling: Getting started: https://guides.lib.uw.edu/tacoma/digitalstorytelling - Grady, Mary; Bell, Renee. Critical Thinking Medication Storytelling: A Teaching Strategy to Engage Thoughts, Emotions, and Creativity. Nursing Education Perspectives: 11/12 2021 - Volume 42 - Issue 6 - p E139-E140 doi: 10.1097/01.NEP.0000000000000739 - Duhamel, K. V. (2016). Bringing us back to our creative senses: Fostering creativity in graduate-level nursing education: A literary review. Nurse education today, 45, 51-54. - Naber, J., & Wyatt, T. H. (2014). The effect of reflective writing interventions on the critical thinking skills and dispositions of baccalaureate nursing students. Nurse Education Today, 34(1), 67-72. |
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| STUDY-UNIT TYPE | Independent Study and Workshop | ||||||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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