The aim of this module is to provide the student nurse with knowledge and appreciation of fundamental principles of psychology, sociology and philosophy as these apply to nursing practice in specific population groups. This module was validated by the University of Galway at Level 8 in line with their policy.

1. Have an understanding of the psychological issues likely to affect care across the lifespan in specific population groups e.g. attachment theory, coping etc.

2. Describe the psychological impact of altered health on specific populations in different settings.

3. Discuss the psychological basis of memory and forgetting as it relates to care of the older person.

4. Discuss the sociological issues likely to affect care across the lifespan in specific population groups e.g. culture, family socialization.

5. Discuss the concepts of stigma and labelling as social constructions.

6. Discuss the role of the nurse as a social advocate for vulnerable minorities.

7. Describe the charter for Human Rights and discuss its application to marginalized groups.

8. Discuss ethical issues in caring for children, adolescents, young adults and their families/advocates.

The module will facilitate students to gain a theoretical, evidence informed understanding of the role of the nurse in promoting health across various settings. The module will provide students with an insight into the health promotion models and their application in supporting behaviour change. Preventive healthcare will be discussed and students will develop the knowledge and communication skills for promoting healthy lifestyles and health behaviour change. This module was validated by the University of Galway at Level 8 in line with their policy.

1. Demonstrate an understanding and awareness of health, lifestyle influences on health and key health recommendations

2.

Demonstrate an understanding of the health promotion models

3. Demonstrate knowledge and skill in the application of health promotion models to health behaviours

4. Describe a needs assessment and discuss its relevance to the health of individuals, groups and community

5. Discuss the role and responsibilities of the nurse in promoting the health and wellbeing of population groups in different health promotion settings

6. Identify the factors that contribute to health inequalities and describe the role of the nurse in contributing to tacking these inequalities

7. To demonstrate an understanding of the concept of screening and its application in promoting the health and wellness of individuals/groups/communities

8. Demonstrate an understanding and application of skills in a supportive, encouraging manner for health behavior change

This module will assist in supporting the student to develop an understanding of the principles of pharmacokinetics, pharmacodynamics and pharmacotherapeutics to underpin nursing practice. It also encompasses medications that act on the neurologic and neuromuscular system as well as those used in the treatment of pain. Drugs used to treat gastrointestinal, respiratory, cardiovascular and hematological system disorders will also be reviewed. This module will also allow students to develop a working knowledge of the drug therapies used in endocrine disorders as well exploring the indications and actions for both anti- inflammatory and anti- infective drugs. Finally, the legal, professional and ethical issues related to medication management will be reviewed. This module was validated by the University of Galway at Level 8 in line with their policy.

1. Demonstrate knowledge of pharmacokinetics, pharmacodynamics and pharmacotherapeutics

2. Discuss the indications, actions and potential adverse- effects of;

Autonomic Nervous System, Neurologic and Neuromuscular drugs
Pain medications

3.

Identify the use, actions, adverse- effects and contraindications of;

Cardiovascular drugs
Hematologic drugs

4. Demonstrate an understanding of the uses and actions of:

Gastrointestinal drugs
Drugs of the endocrine system

5. Discuss the actions and adverse- effects of:

Respiratory drugs
Anti- inflammatory/ immunomodulating drugs -Anti- infective drugs

6. Demonstrate knowledge of professional, ethical and legal issues in medication management

In this module the student will have the opportunity to further develop knowledge and skills in a range of psychomotor nursing skills in the simulated environment. The student will have the opportunity to develop their understanding of healthcare safety and evidence-based care. They will be supported in developing their critical thinking in relation to assessment, planning, implementation and evaluation of nursing interventions. This module was validated by the University of Galway at Level 8 in line with their policy.

1. Demonstrate knowledge and ability to ensure safety in the healthcare/community setting.

2. Demonstrate knowledge and skill in using a range of specific assessment tools and recognize and discuss how to report abnormal findings.

3. Demonstrate understanding of the persons right to consent and demonstrate ability to gain consent

4. Demonstrate knowledge, safety and competence in a simulated environment in a range of fundamental nursing skills.

5. Demonstrate the ability to source evidence and use evidence in the evaluation of nursing interventions

The aim of this module is to introduce the students to research and the concept of Evidence Informed Practice and the principles of health care research. It will provide the nursing student with an understanding of the application of the research process to enhance evidence informed nursing practice. This module was validated by the University of Galway at Level 8 in line with their policy.

1. Demonstrate an understanding of what constitutes evidence informed practice.

2. Demonstrate information literacy skills by sourcing evidence, searching the literature for evidence based nursing.

3. Critically read and apply a basic interpretation of qualitative research studies.

4. Critically read and apply a basic interpretation of quantitative research studies

5. Discuss the ethical issues associated with carrying out research to generate evidence.

6. Explore the application of guidelines to inform practice.

7. Demonstrate an understanding of health informatics.

During this module, students will develop knowledge and competence in complex nursing skills of communication, advocacy and community participation to support a child/adolescent with intellectual disability to deliver safe, quality life, health and social supports.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Demonstrate the ability to present information in an accessible manner to the person with intellectual disability, their families and co-workers.

2. Explore alternative communication systems to enable people with intellectual disabilities to communicate effectively

3. Demonstrate personal self-advocacy skills.

4. Demonstrate skills in providing support to children/adolescents with intellectual disability who present with behaviours that challenge through understanding and assessing behaviours.

5. Demonstrate competence in the facilitation of community participation skills for the child/adolescent with an intellectual disability.

6. Apply evidence informed practice

This module will support the student to develop an understanding of the central and peripheral nervous system. The anatomy and physiology of the blood, muscular system, skeletal system and the urinary system is also included. The structure and function of the reproductive system and the principles of embryology and genetics will be explored in this module. The module aims to provide the key resources and skills required to equip the student to develop a lifelong approach to the study of biological science to underpin nursing practice. This knowledge will also underpin the students understanding of key pathophysiological processes and pharmacology.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Demonstrate knowledge of the anatomy and physiology of the central nervous system

2. Demonstrate knowledge of the anatomy and physiology of the peripheral nervous system

3. Demonstrate knowledge of the structure and function of the skeletal system

4. Describe the structure and function of the muscular system

5. Describe the structure and function of the urinary system

6. Demonstrate understanding of the components and functions of blood

7. Demonstrate understanding of structure and function of the reproductive system and the principles of embryology

8. Describe the principles of genetics

This module will facilitate students to gain a theoretical, evidence informed understanding of the diverse role of the RNID in supporting a child/adolescent with an intellectual disability to live an ordinary life across various settings. This will necessitate the student to reflect on lived experiences and empower the child/adolescent and their families/guardians to meet their life, social and health needs within a person-centred context.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Appreciate the role of the RNID in empowering the child/adolescent with an intellectual disability and their families/guardians to meet their self-determined social needs.

2. Discuss the role of the RNID in supporting the child/adolescent with an intellectual disability in promoting self-care and independent living.

3. Develop an understanding of the process of assessing, planning, prioritising, implementing and evaluating the sensory, developmental and physical health needs of the child/adolescent with an intellectual disability.

4. Develop the knowledge and understanding of the approaches needed to promote positive mental health for children/adolescents with intellectual disability and their families/guardians. Develop the knowledge and understanding of the approaches needed to support autistic children/adolescents with intellectual disability and their families/guardians

5. Develop the knowledge and understanding of positive behavioural approaches for children/adolescents with intellectual disability and their families/guardians.

6. Appreciate the role of the RNID in supporting the child/adolescent during the transitions that occur, to ensure their changing life, health and social needs are met

7. Recognise the importance of collaboration in underpinning safe, high quality person-centred nursing supports for children.

8. Discuss relevant policy and legislation that underpins the provision of education, health and social supports to children with intellectual disabilities and their families.

During this module, students will gain experience in supporting people with intellectual disability to live an ordinary life across various settings. This will necessitate the student to empower the person with an intellectual disability and their advocates to meet their life, social and health needs within a person-centred nursing context.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Apply the application of the principles of human rights, equality person-centredness and empowerment for people with intellectual disability.

2. Facilitate choice and engagement of people with intellectual disability in their communities.

3. Demonstrate the ability to form respectful relationships.

4. Assess and plan safe quality health and social nursing care in a person-centred manner

5. Successfully pass the Medication Calculation Skills Assessment for safe medication practice.

6. Participate intransdisciplinary and multi-agency collaboration

7. Critically reflect on their practice experience in terms of ethical, regulatory and legal frameworks and scholarly and professional standards.

8. Participate in advocacy in action.

9. Demonstrate competency commensurate with year 2 of the programme.

This module will support the student to develop an understanding of the anatomy and physiology of the lymphatic and immune systems, endocrine system, special senses, and the principles of microbiology to underpin nursing practice. The module aims to provide the key resources and skills required to equip the student to develop a lifelong approach to the study of biological science and application to nursing practice. This knowledge will also underpin the students understanding of key pathophysiological processes and pharmacology.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Show understanding of the anatomy and physiology of the lymphatic system

2. Demonstrate understanding of non-specific and specific immunity

3. Demonstrate knowledge of the structure and function of the endocrine system

4. Demonstrate understanding of the special senses

5. Demonstrate knowledge of the principles of microbiology

This module facilitates the student to develop an understanding of the self-management support model in the context of individuals living with a chronic condition in various population groups. They will be afforded an opportunity to further develop knowledge of effective communication strategies within a health behaviour change context. The importance of empowerment in this context will be examined and the use of Health Coaching as a mechanism for supporting self-management of chronic conditions will be developed.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Discuss self-management support in the context of individuals living with chronic conditions

2. Critically discuss the empowerment and partnership approach necessary with individuals with chronic conditions

3. Critically evaluate integrated models of care delivery in relation to self-management support.

4. Critically discuss health behaviour change strategies utilised in supporting individuals with chronic conditions

5. Explore the spirit of motivational interviewing and the core principles that underpin this approach insupporting an individual and their families dealing with a chronic condition.

6. Discuss the application of Health Coaching relative to self-management support.

7. Demonstrate effective responses to patient ambivalence or resistance in the self-management of chronic conditions

8. Discuss the importance of goal setting in the context of supporting self-management.

9. Discuss how eHealth can be utilised to support self-management in individuals with chronic conditions

10. Discuss the value of social prescribing as it relates to those living with chronic conditions

This module will facilitate students to gain a theoretical, evidence informed understanding of the diverse role of the nurse in supporting older persons and their carers living across various settings. The module will provide students with an opportunity to reflect on attitudes towards older persons and introduce students to the underpinning theories relating to older persons. The concept of person centred care, self-care and independence will be critically analyzed. The module aims to enhance students care planning skills in regard to contemporary issues relating to older persons and develop their critical thinking in delivering holistic person centred care.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Critically discuss the concept of ageism and its relevance to person centred older people care.

2. Describe the physiological, psychological and sociological theories of ageing.

3. Discuss relevant policy, guidelines, legislation and research evidence that underpins the provision of health and social care for older persons.

4. Critically discuss the altered health status of contemporary health conditions which are relevant to older persons.

5. Applying a person centred care planning approach, critically demonstrate an understanding of person centred assessment and evidence based nursing care of contemporary health conditions which are relevant to older persons.

6. Critique the approaches needed to promote independent living for the older person.

7. Critically examine the role of the nurse in supporting older persons in the transition phases in their life.

8. Critically examine the nurses role in promoting the health and wellbeing of carers supporting older persons.

This module will facilitate students to gain a theoretical, evidence informed understanding of the diverse role of the RNID in supporting adultswith an intellectual disability to live an ordinary life across various settings. This will necessitate the student to reflect on lived experiences and empower the adult and their advocates to meet their life, social and health needs within a person-centred context.

1. Analyse the role of the RNID in empowering the adult with an intellectual disability and their advocates to meet their self-determined social needs.

2. Discuss the role of the RNID in supporting the adult with an intellectual disability in promoting self-care and independent living.

3. Analyse the process of assessing, planning, prioritising, implementing and evaluating the sensory, developmental and physical health needs of an adult with an intellectual disability.

4. Discuss the approaches needed to promote positive mental health for the adult with intellectual disability.

5. Discuss positive behavioural approaches for adults with intellectual disability and their families/guardians.

6. Analyse the role of the RNID in supporting the adult during the transitions that occur, to ensure their changing life, health and social needs are met

7. Discuss the importance of collaboration in underpinning safe, high quality person-centred nursing supports for adults.

8. Discuss relevant policy and legislation that underpins the provision of education, health and social supports to adults with intellectual disabilities.

In this module the student will have the opportunity to further develop knowledge and skills in a range of complex psychomotor nursing skills in the simulated environment. The students will be introduced to advanced process of assessment through general survey and body system assessment. The student will develop skills regarding the recognition and management of the deteriorating patient/client through the use of person-centred scenarios. The student will continue to develop their understanding of safety and evidence-based care. They will be supported in developing their critical thinking in relation to assessment, planning, implementation and evaluation of nursing interventions

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Demonstrate knowledge and ability to ensure safety in the healthcare/community setting.

2. Demonstrate knowledge and skill in using a range of specific assessment tools and recognize and discuss how to report abnormal findings.

3. Demonstrate understanding of the persons right to consent and demonstrate ability to gain consent

4. Demonstrate knowledge, safety and competence in a simulated environment in a range of fundamental nursing skills.

5. Demonstrate knowledge and competence in advanced process of nursing assessment and recognize signs of deterioration

6. Demonstrate understanding of nursing interventions in the management of deteriorating conditions and appropriate recording and reporting mechanisms.

7. Demonstrate the ability to source evidence and use evidence in the evaluation of nursing interventions

This module will focus on providing students with an understanding of theories of leadership and management in nursing and how they relate to the registered nurse. Factors that affect the nurse as a leader in the practice setting including power, change, practice development, motivation, conflict resolution, decision making, and collaborative practice will be explored.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Critically evaluate the concepts that underpin leadership and management as it applies to nursing practice.

2. Critically analyse the concept of power particularly in relation to healthcare organisations.

3. Critically analyse issues related to teamwork in nursing practice.

4. Appraise the use of motivational theory in nursing practice.

5. Critically analyse the underpinning theory of decision making and problem-solving in nursing practice.

6. Critically analyse approaches to managing conflict and evaluate their use in nursing practice.

7. Critically evaluate the nature and theories of change management as it applies to nursing practice.

8. Appraise the process and theories underpinning practice development in nursing practice.

During this module, students will develop knowledge and competence in complexnursing skillsof communication, advocacy and community participation to support a person with intellectual disability to deliver safe, quality life, health and social supports.

1. Design individualized communicationplans for people with intellectual disability

2. Demonstrate competence in the practice of advanced therapeutic communication.

3. Demonstrate competence in representational advocacyskills.

4. Demonstrate skills in providing support to people with Intellectual Disability who present with behaviors that challenge.

5. Demonstrate competence in the facilitation of community participationskills

6. Critically apply evidence informed practice.

The aim of this module is to provide the student nurse with knowledge and appreciation of fundamental principles of psychology, sociology and philosophy as these apply in the management of individuals/groups in specific populations requiring long term support/care.

This module was validated by the University of Galway at Level 8 in line with their policy.

1. Discuss the impact of chronic illness on an individuals psychological wellbeing.

2. Demonstrate the use of behavioural change theory in facilitating an individual to achieve their health goals.

3. Explore the concept of organizational psychology as it applies to the organization of health services at local and national level.

4. Discuss the role of social policy and its impact on health care provision

5. Compare the social construction of health care provision in Ireland with one other country.

6. Discuss the role of economics and resource allocation as it applies to health care.

7. Describe the role of the nurse in upholding professional and ethical standards in the safeguarding of people.

8. Be able to discuss the concept of elder abuse as a moral issue.

9. Ethical issues surrounding the older person and end of life care.

10. Discuss the role of the nurse in applying ethical principles to identify and understand poor professional practice, challenge unprofessional behaviour and report abuse.

During this module, students will gain experience in supporting people with intellectual disability to live an ordinary life across various settings. This will necessitate the student to empower the person with an intellectual disability and their advocates to meet their life, social and health needs within a person-centred nursing context. In addition, students will also acquire fundamental knowledge of the process of quality improvement that supports safe quality person-centred care/support.

1. Demonstrate the principles of human rights, equality person-centredness and empowerment for people with intellectual disability, in their practice.

2. Demonstrate the skills of advanced communication

3. Assess, plan, implement and evaluate safe quality health and social care in a person-centred manner. In addition, explore the role of health identifiers and Ehealth Ireland in driving person centred care/support.

4. Complete mandatory training in Sudio three, Medication Management and Open Disclosure.

5. Successfully pass the Medication Calculation Skills Assessment for safe medication practice.

6. Participate in trans disciplinary and multi-agency collaboration.

7. Critically reflect on their practice experience, taking into account; ethical and legal frameworks and scholarly and professional standards

8. Demonstrate a critical understanding of the principles leadership and explore the process of quality improvement as it applies to safe quality person-centred care/support.

9. Demonstrate a critical understanding of facilitating advocacy in action.

10. Develop competency commensurate with year 3 of the programme.

This module will build on the module Introduction to Research in Year 2. It will introduce the students to the critical approach required to ensure optimum use of current, best, available evidence in clinical decision making. The challenges associated with implementing evidence informed nursing will be explored. Their role as nurses in the implementation of research informed evidence in their daily practice will also be addressed. This will be evidenced in their ability to develop a literature review that identifies an issue arising from their area of practice, develops this into a focused question, systematically searches for evidence (primary and secondary sources) to answer this question and critiques the evidence to determine if it can be implemented in practice. The process of using current evidence to create health and social care guidelines will be advanced. Facilitators and inhibitors to the implementation of evidence in practice and change management strategies will also be addressed.

1. Appraise the cycle of evidence informed practice in the process of implementing evidence informed practice.

2. Demonstrate an ability to systematically search a body of evidence and critically appraise published research.

3. Debate the tools utilised for the dissemination of research evidence to health care practitioners.

4. Evaluate the factors facilitating and inhibiting the use of research as a source of EBP.

5. Critically analyse evidence in the context of clinical decision making, clinical effectiveness and clinical governance.

6. Demonstrate ability to use a reference management system.

7. Construct a literature review related to their area of nursing practice.

The aim of this module is to build upon the previous module 'The Nurse as a Leader 1' and advance student's knowledge, understanding and competence in clinical nursing leadership. Leadership is within the scope of all nurses. Contemporary healthcare systems require distributed, and empowered clinical nursing leadership at all levels (Policy, board room, individual, specialist and MDT). The public and nursing profession require leaders who will stand by their core professional, personal values and beliefs to do the right thing. Patients and healthcare users expect nurse leaders that understand how healthcare systems work, and have the competence to confront the context of the many critical challenges of leading, managing and delivering high quality, safe, evidence based nursing care and services within the 21st century. Students will also explore the role of nurse leaders as drivers and major contributors to healthcare policy across education, research and practice development.

1. Examine the changing context of healthcare and the opportunities, and challenges this presents for nurses;

2. Critically explore the influence of organizational culture on nursing practice specifically the development of patient safety cultures.

3. Critically examine the attributes of effective clinical leadership in nursing practice.

4. Develop an understanding of policy development within healthcare and its impact on nursing, healthcaredelivery.

5. Critically appraise the process and theories underpinning quality improvement in healthcare.

6. Critically analyse the concept of clinical governance and its application to nursing practice.

7. Critically analyse the theories underpinning resource allocation and financial management in healthcare.

8. Develop professional scholarship through reflection, learning from experience and engagement in professional activity such as clinical audit to measure and adapt nursing interventions.

This module will facilitate students to gain a theoretical, evidence informed understanding of the diverse role of the RNID in supporting people with an intellectual disability across the lifespan to live an ordinary life across various settings. This will necessitate the student to reflect on lived experiences and empower the people and their advocates to meet their life, social and health needs within a person-centred context.

1. Critically discuss the lived experience of disability in contemporary Irish society.

2. Critically appraise the political, philosophical, economic and social structures which contribute to the experience of disabled people in Ireland.

3. Critically evaluate the process of assessing, planning, prioritising, implementing and evaluating the range of physical, psychological health and social care complexities that people with an intellectual disability experience.

4. Critique the principles and philosophy of person-centred palliative care for a person with intellectual disability with a life limiting condition in the community setting.

5. Critique the approaches needed to promote positive mental health for people with intellectual disability.

6. Critically evaluate positive behavioural approaches for people with intellectual disability and their families/guardians.

7. Discuss the importance of collaboration in underpinning safe, high quality person-centred nursing supports for people with an intellectual disability.

8. Discuss relevant policy and legislation that underpins the provision of health and social supports to people with intellectual disabilities.

During this module, students will have the opportunity to further develop knowledge and competence in advanced nursing skills of health, communication and advocacy. In addition, the students will develop skills specific to delivering safe evidence-based care. They will be supported in developing their critical thinking in relation to assessment, goal planning, implementing and evaluation of nursing interventions when supporting a person with intellectual disability to recovery/end of life care.

1. Demonstrate competence in supporting others in the understanding of more complex communication needs.

2. Demonstrate competence in complicated representational advocacy skills.

3. Demonstrate competence in managing risk and quality problems.

4. Demonstrate competence in empowering the person with intellectual disability, and where necessary, their advocate, to engage in designing their health support plan.

5. Demonstrate competence in supporting the person with intellectual disability at the end of life.

6. Demonstrate competence in contributing to the learningof others including, mainstream health, social care and education staff, as to the specific and complex health and social care needs of people with intellectual disability.

7. Demonstrate knowledge and competence in advanced process of nursing assessment and recognition of signs of deterioration, nursing interventions in the management of deteriorating health states and appropriate recording and reporting mechanisms.

8. Demonstrate skills in developing support plans for people with ID who present with complex mental distress.

During this module, students will gain experience in supporting people with intellectual disability to live an ordinary life across various settings. This will necessitate the student to empower the person with an intellectual disability and their advocates to meet their life, social and health needs within a person-centred nursing context. Students will explore leadership and clinical decision making, collaborative practice, team working; health and safety, quality improvement approaches within the context of clinical governance. The student will be expected to demonstrate the ability to deliver and manage evidence based person-centred nursing care. The student will enhance their reflective skills and demonstrate the ability to facilitate self-learning and the learning of others.

1. Demonstrate and critically reflect on the principles of human rights, equality person-centred-ness and empowerment to people with intellectual disability, in their practice.

2. Demonstrate and critically reflect on the skills of advanced communication. In addition, explore the application of nursing informatics and communication technology in supporting and advancing empowerment in nursing care/support.

3. Assess, plan, prioritise, implement and evaluate safe, quality health and social care in a person-centred manner. In addition, demonstrate understanding of quality improvement approaches within the health and social care setting.

4. Successfully pass the MedicationCalculation Skills Assessment for safe medication practice.

5. Participate in trans disciplinary and multi-agency collaboration.

6. Demonstrate a critical understanding of the principles of leadership, by effectively managing a defined case-load.

7. Critically reflect on their practice experience, taking into account; ethical, regulatory and legal frameworks and scholarly and professional standards.

8. Facilitate a person with intellectual disability to engage in appropriate and effective forms of advocacy.

9. Develop competency commensurate with year 4 of the programme.