Curriculum Information

Management of Personal Development Plan for continuing professional development
Understanding the role of local and national protocols, policies and guidelines in the decision making and implementation of perioperative care
Clinical reasoning models, models of practice, transitions of care, role with client care.
Developing confidence, self-analysis regarding decision making strategies. Being assertive and developing professional courage.

Understanding, and addressing unconscious bias, personal and external factors influencing decision making.

Accountability and decision-making.
Decision-making principles. Selecting the evidence base to inform decision-making processes. Processes of diagnostic reasoning.

Ethical approaches to decision-making. Mental capacity and capability in decision-making particularly in the unconscious patient.

Working effectively with peers and the multi-professional team, mechanisms for evaluation of team decision making processes at planning and emergency stages within perioperative practice.

Developing interdisciplinary team working and interprofessional communication skills.
Interprofessional learning and working.
Building on the principles of the Bronze Improving quality together – reflecting on practice – seeking opportunities to enhance / improve aspects of practice.
Understanding the requirements of the development of proficiency in accordance with the Practice Assessment Document for level 5.
Medicines management, safe and effective medication dosage calculations – Safe Medicate
Further development of professional identity.
A key feature of this module is interprofessional working and learning (Inter-Professional Education IPE)
IPE will be a key feature throughout all three practice modules in this course. Adopting a spiral learning curriculum to enable students to reflect and revisit all aspects of team working. Beginning as inexperienced practitioners, the spiral curriculum will continue in subsequent years as learners move to become leaders of the future who can influence and improve practice as a team. Reflecting on, revisiting experiences and identifying shared and unique professional evidence-based practice, will enable students to develop a mature and informed professional identity. This will facilitate an appreciation of how each professional group can work effectively to enhance care delivery and how these professional roles inter-relate and work harmoniously to provide the most effective care.
IPE simulation will be addressed in professional cluster groups through a range of learning activities within the Clinical Simulation Suite and the Hydra Minerva Suite, alongside engagement with challenge-based scenarios in the Virtual Village