This module places particular emphasis on evidence generated through research to underpin nursing practice. The aim of this module is introduce and explore the concept of Evidence Based Practice and the principles of health care research.

1. Demonstrate an understanding of what constitutes evidence based practice

2. Demonstrate an ability to read and achieve a basic interpretation of qualitative published research

3. Demonstrate an ability to read and achieve a basic interpretation of quantitative published research

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

5. Debate how research evidence is disseminated to health care practitioners

The aim of this module is to enable the student to gain an understanding of the development of quality and patient safety across international healthcare systems, including the key fundamental issues that underpin both concepts. The elements of patient safety as presented by the WHO (2016) will be comprehensively delivered. It is anticipated that this module will form part of the professional and academic development of international nurses working in the acute and community settings, relating specifically to quality patient care and safety. The module will provide an opportunity for international nurses to be updated, educated and trained in the theoretical and practical skills relating to all aspects of high quality patient care and safety.

1. Have knowledge of the key international drivers for healthcare quality and patient safety that underpin global healthcare providers organisational policy, standards, guidelines, and procedures relating to quality and patient safety across the spectrum of healthcare delivery.

2. Understand the theory and science of patient safety and systems thinking

3. Critically discuss the fundamentals of achieving effective patient safety in the international healthcare system and the influence of factors such as: human performance, systems thinking, effective communication, error prevention, identification, reporting and risk management in optimising patient safety

4. Conceptualise the concept quality; gain an understanding of the tools and procedures employed to assure and improve quality in healthcare from an international perspective

5. Analyse and discuss the role of various quality initiatives currently developed and employed in healthcare that optimise patient safety including: patient/carer engagement, infection control and strategies to improve safety in invasive procedures and medication management

6. Demonstrate effective communication skills at key patient safety junctures such as hand-offs, safety pauses and communicating critical clinical information; communicating in an effective and timely manner when dealing with an adverse event/healthcare related incident through open disclosure

7. Understand the importance of effective team working for patient safety and quality care delivery, as well as team learning approaches when dealing with an adverse event/ healthcare incident, quality assurance and continuous improvement within healthcare services

8. Review the governance structures for quality assurance and patient safety across a number of countries including Australia, Canada, UK and Ireland

9. Relate and integrate knowledge gained from previous studies and clinical experience

The aim of this module is to enable international students to critically evaluate the unique aspects of the nurse's role and the impact their professional role has on the delivery of patient care. The module will develop the students understanding of the ethical principles, legal issues and the governing bodies which the professional nurse is accountable to, from an Irish and International perspective. The concept of globalization of healthcare will be critically analysed and contemporary health trends both nationally and internationally will be explored. The relevance and meaning of transcultural nursing in healthcare will be critically discussed, allowing the student to synthesise these concepts into their current practice. Students will have an opportunity to engage in a clinical practice experience where they will develop their knowledge and reflective practice skills.

1. Critically discuss the concept of professionalism

2. Demonstrate knowledge of professional guidelines and policies in relation to the delivery of effective, safe and evidence based interventions

3. Demonstrate an understanding of the legal and ethical issues in nursing practice

4. Critically discuss the relevance and meaning of transcultural nursing in health care

5. Critically discuss key health trends and global health issues relevant in health care

6. To gain an understanding of professional nursing practice in the Irish heath care system

7. Critically discuss the concept of reflection and participate in the reflective process

8. Demonstrate the ability to apply critical thinking, reasoning, synthesis of the evidence relating to professional issues and transcultural practice and its application to nursing practice

This module will focus on providing students with an understanding of theories of leadership, management, change and quality in nursing and how they relate to the registered nurse. Factors that affect the management of care including practice development, budgeting, service planning, motivation, conflict resolution, and collaborative practice from an international perspective will be explored. Students will also be supported to develop their own potential as nurse leaders. This module will also focus on effective clinical leadership to ensure students demonstrate clinical excellence by providing support and guidance to colleagues through mentoring and supervision. Students will develop clinical leadership competencies in relation to the individual, the care team, the departmental group and the organisation.

1. Evaluate the theories and competencies that underpin leadership and management as it applies to international nursing practice

2. Explore the concept of power and its relevance to nurses working in international healthcare

3. Demonstrate an understanding of conflict in the practice and the strategies that can be used by the nurse to resolve conflict situations

4. Discuss the pervasiveness of change in the practice setting and the role of the nurse as a change agent

5. Explore contemporary strategies and tools to enhance leadership skills including collaborative practice, motivation and teamwork

6. Discuss the concepts of shared governance, practice development and risk management and their application to nursing practice

7. Demonstrate clinical excellence through effective clinical leadership, mentoring and supervision skills

8. Debate the theories underpinning economic and financial management in healthcare from a local, national and international perspective.

Chronic illness presents a major global healthcare burden. Internationally there is an increasing focus on empowerment approaches to support people to change their health behaviours to reduce risk of, and to self-manage, chronic illness. Health and wellness coaching is growing internationally as an empowering approach to supporting clients to take responsibility for their health. The coach collaborates with the client to support them to make person-centred meaningful changes in their health and wellness. The module focuses on the nurse-client relationship and the concept of client empowerment with reference to clients with chronic illness. The underpinning theories of health and wellness coaching are introduced which sets the scene for the implementation of a coaching model in practice. These include the transtheoretical model of behaviour change, appreciative inquiry, and motivational interviewing, theory and practice, and key skills are demonstrated and practiced. The student's ability to implement coaching practice will be developed by facilitating coaching sessions with one volunteer client during the module. The module will equip the student to apply health and wellness coaching in their nursing practice in any country and with people from different ethnic groups.

1. Critically explore the concept of empowerment in nursing practice

2. Critically discuss the core components of health and wellness

3. Explore the spirit of motivational interviewing and the core principles that underpin this approach partnership, acceptance, compassion and evocation

4. Critically discuss the transtheoretical model of behaviour change

5. Explore the spirit of motivational interviewing and the core principles that underpin this approach

6. Describe the principles of positive psychology

7. Critically discuss the evidence for and the development of mindfulness practice

8. Coach a practice client to develop a wellness vision, three month and weekly SMART (specific, measurable, action- based, realistic, time-lined) behavioural goals

The aim of this module is to furnish students with the skills to critically appraise research evidence. It will build on Evidence Based Practice (EBP) 1 and augments students' critical appraisal skills and understanding of evidence-based practice in healthcare. It will also introduce the students to the challenges associated with implementing evidence based practice and their role as nurses in the implementation of research based-evidence in practice. The module prepares students to critique qualitative and quantitative studies and systematic reviews and culminates in students undertaking an independent literature review on a nursing practice related topic.

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

2. Debate the relationship between clinical decision making and the use of research evidence in nursing practice

3. Debate nurses accountability in relation to the implementation of evidence-based practice

4. Demonstrate ability to search the literature and build comprehensive search strategy.

5. Appraise quantitative and qualitative research evidence

6. Appraise qualitative research evidence

7. Discern the differences between systematic reviews and literature reviews

8. Conduct a critical review of the literature on a topic of interest related to clinical practice

Students will be given the opportunity to enhance their physical assessment, history taking, symptom analysis, head to toe assessment and monitoring skills when dealing with patients in acute and community settings. They will apply international standards in managing the acutely ill adult. They will develop their care planning skills in relation to specific population groups (community; elderly; chronic illness). They will enhance their professional communication skills in regards to interdisciplinary reporting: educating patients and dealing with complex communication interventions. The module will provide participants in a simulated clinical skills laboratory setting with the opportunity to enhance and develop relevant clinical skills.

1. Demonstrate ability to apply knowledge of anatomy, physiology and pathophysiology to discuss the expected and unexpected findings of a full physical assessment/examination of the client/patient

2. Demonstrate the skills in a simulated environment in carrying out a health history, general survey, symptom analysis and physical examination of the patient/ client

3. Demonstrate skills in a simulated environment to recognise red flag symptoms and manage the care of the acutely ill adult in line with international standards. Demonstrates the abilityto accurately document and maintain records in line with legislation

4. Demonstrate skills in a stimulated environment to communicate effectively when carrying out interdisciplinary reporting, patient education, breaking bad news and all nurse- patient interactions

5. Demonstrate the ability tointerpret and critically analyse integrated care pathways of specific population groups and devise person centred plans of care according to patients` history and clinical findings

6. Demonstrate the ability to discuss and critically evaluate the theories and evidence underpinning teaching a client; breaking bad news and managing the acutely ill adult

7. Demonstrate the ability to devise teaching plans for patient clients