DL4S008 - Critical Appraisal of Healthcare in Austere Environments 01 Sep 2024 - 31 Aug 2030 | Version 1

Associated Module Information

Module Code: DL4S008
Module Title: Critical Appraisal of Healthcare in Austere Environments
Faculty: Faculty of Life Sciences and Education
Faculty Group: Health and Social Care
Faculty Sub Group: Health and Social Care
Module Leader: Jeff Evans
Module Team: Meirion Williams
First Intended Intake: SEP 2024 Final Year of Intake: 2029
Date Closed:
Credit Value: 20 Credit Level: 7
Language: English
Percentage of Module Taught in Welsh: 0
Equivalent Module:
HECOS codes: 100284 - emergency nursing
HECOS Code Weighting: 100

Document Version Information

Version 1
Valid From 01 Sep 2024
Valid To 31 Aug 2030

Module Aims

To apply forefront knowledge to critically analyse, evaluate and improve the delivery of healthcare in austere environments through the use of structured reflection.

Content Summary

Understanding the domains of occupational competence; functional competence, cognitive competence, ethical competence. 

Understanding how different forms of knowledge inform practice. 

The hierarchy of evidence in healthcare practice. 

Systems for evaluating the quality of evidence. 

Understanding healthcare delivery in austere environments; clinical reasoning and diagnostics, management of injuries and illnesses in austere environments, managing limited resources, leadership in extremis, professional conduct in challenging contexts, situational ethics. 

Appreciating and understanding global cultural differences in practice through exploration of personal experiences and case studies. 

The nature of structured reflection; professional self-development through reflection

Learning and Teaching Methods

Activity Type Hours
Seminars 10
Tutorials 5
Project Supervision 30
Independent Study 125
Directed Study (including online independent learning) 30
Total Hours Selected 200

Learning Outcomes

# Learning Outcome
LO1 Access and critically appraise evidence that underpins safe and effective healthcare delivery in austere environments
LO2 Undertake a detailed critical analysis of healthcare delivered in austere environment that generates novel insights and solutions

Module Requisites

N/A

Assessment Criteria

Assessment Category Assessment Type Description Duration Word Count Weight (%) Best of? Pass Mark
Asynchronous Assessment Literature/book/paper review 1 Structured appraisal of research-based evidence that underpins a healthcare intervention in austere environments 0 2000 30 No 40
Asynchronous Assessment Self Reflective Assessment 1 A structured critical reflection on an episode of care delivery in an austere environment 0 3000 70 No 40

Assessment Matrix

Assessment Type Learning Outcomes
LO1 LO2
Literature/book/paper review 1 ✔ ✔
Self Reflective Assessment 1 ✔ ✔

Reading List

A review of extant literature is used to develop students’ core academic skills in locating evidence, and evaluating the quality of evidence that may inform healthcare practice. This strategy embodies a learning through assessment approach, i.e. by undertaking the assessment, students will gain new skills and knowledge (in contrast to assessment of learning through, for example, a written final exam). It is anticipated that this element of assessment will be assessed prior to submission of the second element of assessment, thus allowing students to act on feedback and feedforward in order to improve their performance. It is expected that the literature review will form a foundational element of the self-reflective assessment. 

The second element of assessment makes use of structured reflection. Structured reflection allows the student to demonstrate level 7 analytical skills in the analysis of complex, ill formed and dynamic problems. Structured reflection also allows for students to demonstrate their ability to apply different forms of knowledge to create novel insights and solutions to such problems. Further, structured reflection encourages students to surface, and challenge tacit knowledge, heurisitcs and at-hand rules-of thumb that may shape practice. Successful structured reflection will generate transformative personal learning that can be incorporated into improved future practice. 

Use of literature review and structured reflection supports the following Assessment for Learning Principles:- 

Assessment is valid: assessment accurately measures what it is intended to measure. 

Assessment is inclusive and equitable: assessment enables all learners to achieve success. 

Assessment is reliable: assessment measures learning consistently. 

Assessment is achievable: the level, timing and type of assessment encourages academic integrity. 

Assessment is transparent: Assessment criteria/rubrics are in accessible language and appropriate to the type and level of the assessment task. 

Assessment involves appropriate stakeholders: Students (and external inputs as appropriate) are active stakeholders in the assessment type selection, design, through student voice representation and review processes. 

Assessment must ensure students are able to track their learning progress. 

Assessment design supports students' development of appropriate USW graduate attributes and/or employability skills including interdisciplinary or collaborative working. 

Assessment is a dialogue between staff and students as partners in the learning process.