This module will enable the student to gain a greater understanding and insight into the significance of community, community health, and primary healthcare. The policy imperatives, in particular Slaintecare (2017) and the holistic nursing care of various client groups within the community setting, will be explored.

1. Discuss and define the concepts of community and community health.
2. Discuss and apply the concept of community as a focus for health care delivery to individuals, families and communities.
3. Discuss the national policy imperatives and concepts of primary health care and the practice of community nursing, in particular Slaintecare
4. Apply and discuss the concepts of health promotion and health education in relation to community care and community health.
5. Discuss and apply holistic nursing care and evidence-based practice in relation to the care of:

Maternal health.
Child health and development.
Family centred care.
The older person within the community and residential services.
Clients with an Intellectual Disability.
Service users with emotional and mental distress.

This module seeks to develop undergraduate General and Mental Health Nursing students' knowledge and understanding of the sociological factors that need to inform nursing and healthcare delivery. It seeks to challenge the student to view the provision of care through a broader societal lens and to consider how UN sustainable development goals (2015) impact on the role of the Nurse. In doing so, it will encourage the student to explore opportunities for nursing and healthcare to evolve and address the sociological dynamics of our contemporary society.

1. Summarise the importance of social inequality in shaping patterns of physical and mental wellbeing, health and resilience
2. Discuss a broad range of social determinants of health
3. Recognise contemporary social issues in healthcare
4. Discuss the social context of health and healthcare and consider how the UN sustainable development goals can be applied in the healthcare setting.
5. Discuss social roles for Nursing within the context of broader healthcare and societal structures

This module will provide students with an introductory knowledge and understanding of the nature, purposes, methods and techniques of research in health care, including an outline understanding of the research process. It will also provide students with an overview of current and relevant principles of health information technology and nursing informatics as applied in nursing practice.

1. Describe the function of research in the practice of nursing.
2. Demonstrate an ability to use IT systems in searching for academic literature.
3. Identify the components of the research process.
4. Explain the principles of health information technology.
5. Demonstrate understanding of the application of informatics in the delivery of nursing practice.

The purpose of the module is to enhance the nursing students’ understanding of psychology and to enable them to apply this knowledge to their nursing practice.

1. Discuss the main theoretical approaches in current developmental psychology.
2. Integrate psychological concepts into nursing practice to improve patient outcomes and care strategies.
3. Develop an understanding of family relationships, conflict, the self, emotions and the body through different theoretical approaches to social psychology.
4. Develop an understanding of the psycho-social basis of pain and pain management.
5. Develop an understanding of the psychological basis of mental health and distress.

The aim of this module is to provide the student with an in-depth examination of human pathophysiology and related treatment. The module will take a systems-based approach, focusing on common chronic prevalent diseases in the context of prevention of deterioration and acute exacerbation. The module is designed to build on the content covered within "Biological Science for fundamental nursing knowledge and skills" year 1 and to dovetail with and underpin the content covered in the "Nursing Care of the Adult with Major Illness" module year 2.

1. Demonstrate understanding of the pathophysiology and manifestations of common chronic illness.
2. Demonstrate understanding of the common clinical investigations, diagnostics and pharmacological treatments of major illness.
3. Demonstrate understanding of risk factors and evidence-based therapeutic interventions aimed at preventing disease/deterioration and m aximising patients’ quality of life.
4. Demonstrate understanding of the demography of prevalent major illness.
5. Analyse how knowledge of pathophysiology informs holistic assessment skills and clinical decision-making, i.e. medical history taking, physical assessment skills and cultural considerations.
6. Describe evidence based non-pharmacological treatments and alternative strategies that may be used to optimise patient outcomes in prevalent major illness’.
7. Describe the pathophysiology of acute illness and injury and main effectors.
8. Demonstrate understanding of how national integrated care pathways, clinical programmes and slaintecare reforms aim to enable patients to live longer, healthier lives and improve experiences and outcomes.

This module will provide general nursing students with knowledge, skills and attitudes in the holistic nursing management of adults with commonly encountered major illnesses across care settings. The module addresses the nursing priorities and management of adults with specific health related problems according to body systems in relation to the changing patterns of the disease and the approach to health care delivery. Theory is presented concurrent with the skills laboratory and includes intermediate assessment skills and more complex nursing procedures.

The module is delivered parallel with the module Biological Science for Nursing the Adult with Major illness.

To be successful in this module the student must pass each individual element.

1. Outline the holistic nursing care of the person with a major illness.
2. Discuss the rationale for the theory underpinning safe nursing care.
3. Accurately perform the clinical skills necessary for the nursing care of the person with a major illness and demonstrate the key nursing values of care, compassion, commitment (NMBI 2016, 2021, 2025) and kindness in so doing.
4. Identify the stages of the nursing process and apply a problem-solving approach to care.
5. Explore the approaches to nursing care used in different settings.
6. Document nursing care in accordance with best practice and NMBI guidance.
7. Discuss the role of the nurse in establishing and maintaining a therapeutic relationship with a patient.
8. Explore the role of the nurse in contributing to the multidisciplinary team approach to care.
9. Discuss the impact of major illness on the person.
10. Describe the nursing care related to the preventative, acute and chronic components of the experience of major illness for the person.

Nursing is practiced in a variety of settings. It is necessary to provide the student with a broad range of experiences so that s/he can develop an understanding of the needs of patients/service users in different specialist care settings. The aim of the practice placement in year 2 is to introduce the student to the principles of caring for patients/service users throughout the lifespan.

1. Read and understand the policies, procedures, protocols, and guidelines documents that are relevant to practice placements.
2. Understand the mandatory regulations that are relevant in practice e.g. reporting relationships, returning accurate records, safeguarding vulnerable patients – identify vulnerable individuals and implement safe-guarding interventions.
3. Achieve the minimum standard of Supported Participant in the domains of competence, for a 2nd year nursing student, as required by The Nursing and Midwifery Board of Ireland: Domain 1: Professional values and conduct of the nurse competences Domain 2: Nursing practice and clinical decision making competences Domain 3: Knowledge and cognitive competences Domain 4: Communication and inter personal competences Domain 5: Management and team competences Domain 6: Leadership potential and professional scholarship competences

This module seeks to facilitate students in developing the knowledge and skills necessary for the safe, effective and person-centred care of adults with acute illness. Student participation in clinical simulations is a key aspect of the module.

The module will particularly attend to the integration of biological, medical and clinical science with specialist nursing knowledge and skills in recognition of both the science and the art of nursing. Module content focusses on emergency, high dependency and critical care settings.

1. Critically discuss and apply clinical nursing and scientific reasoning skills to decision-making in acute care contexts.
2. Accurately perform the clinical skills necessary for the nursing care of the person in acute care contexts underpinned by the core values of nursing.
3. Accurately identify clinical deterioration in the adult patient and respond effectively and safely using appropriate principles, tools and evidence.
4. Accurately conduct a systematic and comprehensive assessment of acutely ill adults using appropriate tools and evidence.
5. Critically reflect on the role of the nurse in provision of effective communication in acute care contexts
6. Critically analyse the clinical presentation and the pathophysiology related to a range of acute illness presentations
7. Effectively apply detailed knowledge of the relevant pharmacology and safe administration of medications used in the treatment of acute presentations
8. Critically analyse the role of the nurse in planning, delivering and evaluating person-centred, ethical and safe nursing practice in acute illness scenarios.

This is a nursing practice module which builds on the content, confidence and competence achieved in years 1 and 2. The learner will critically discuss the principles of oncology, palliative and end of life care for Nurses. The topics include the nursing care and management of main groups of cancer diseases, chronic illness, survivorship, domains of competence in palliative care, optimising comfort and quality, symptom management, professional and ethical practice in a person-centred care context.

1. Critically discuss key characteristics of main groups of cancer diseases.
2. Critically appraise treatment modalities, nursing care and management of cancer diseases and related symptom management.
3. Critically discuss the Nurse’s role and principles of Palliative Care in a person-centred and sustainable healthcare setting, underpinned by nursing values of care, compassion, commitment (NMBI 2016, 2021, 2025) and kindness.
4. Critically discuss the management of common symptoms in palliative and end of life care.
5. Critically appraise best practice in the management of the dying phase and achieving a good death in adults.

The Person Centred Interpersonal Relationships module will facilitate students in developing the knowledge and interpersonal skills necessary for Person Centred Nursing Practice. It will provide students with the opportunity to explore and analyse the concept of Person Centred Care and its relevance and application to contemporary nursing practice.

1. Critically analyse the origins, characteristics, key values, beliefs and philosophical foundations of person-centred practice.
2. Appraise the contribution of the concept of person centred care and person centred practice frameworks in the context of nursing.
3. Demonstrate proficiency in communication skills central to the delivery of person centred care,
4. Critically analyse factors which influence the delivery of person centred care in a variety of healthcare settings,
5. Work in partnership with persons in designing and evaluating effective person centred care plans.

This module aims to develop knowledge of philosophy and ethics theory and concepts, so that the student will be able to analyse ethical issues in practice. To do so the nurse must understand and be able to apply relevant principles of ethical decision-making to practice. This module seeks to address ethical problems that may arise in a practice setting and the influence of the NMBI Code of Conduct and Ethics for Registered Nurses and Midwives (2021). Key skills for analysis of ethical issues will be addressed.

1. Appraise and critically apply the ethical guidelines governing the role of the nurse and critical reasoning to practice, in particular the NMBI Code of Professional Practice for Registered Nurses and Midwives (2021).
2. Apply moral sensitivity and imagination to ensure ethical decision-making in nursing practice.
3. Critically appraise the relevant knowledge from ethical theory to moral challenges in day to day nursing practice.
4. Critically evaluate ethical principles to identify and understand poor professional practice and challenge unprofessional behaviour.
5. Examine the role of the nurse in social justice and to evaluate ways of working to avoid discriminatory practice.

This module will acquaint the student with the legal structures which will frame their professional practice. The module examines the regulatory and legal structures which hold a nurse to account. Particular emphasis is placed on the regulatory function of the Nursing and Midwifery Board and the Health Information and Quality Authority, as well as the broader common law rules.

1. Assess the historical development of the legal framework which governs nursing and articulate the content and significance of the statutes which now regulate the professional practice of nursing with particular reference to The Nursing and Midwifery Act, 2011 (as amended) and The Health Act, 2007 (as amended).
2. Describe the legal concept of privacy, confidentiality and data protection and evaluate the legal consequences of a breach.
3. Demonstrate knowledge of the law on consent and capacity, with particular reference to The Assisted Decision Making (Capacity) Act, 2015 (as amended).
4. Describe and examine the regulatory function of The Nursing and Midwifery Board of Ireland; including its objectives and processes, and develop an awareness of the legal expectation of professional behaviour with reference to the statutory grounds for a compliant, and the sanctions under fitness to practise.
5. Explain and evaluate the role of the Tort of Negligence and the criminal justice system in the regulation of the nursing profession.

This module concerns the relevant skills and knowledge required to understand research methodologies and incorporate research and evidence into clinical practice in an ethical manner.

1. Critically analyse the role of research and associated ethical issues within nursing practice.
2. Critically search literature appropriate to the research topic.
3. Appraise the stages of the research process.
4. Critically analyze various research traditions and their approaches.
5. Select appropriate statistical tests to analyse quantitative research data.

This module aims to provide nursing students with the fundamentals of the principles and practice of health promotion, focusing on the role of the practitioner promoting health within a range of settings.

1. Appraise the development and concepts of health promotion.
2. Critically analyse models of and approaches to health promotion.
3. Critically analyse the role of the nurse in health promotion.
4. Assess and measure health promotion need, and be able to plan, implement and evaluate health promoting interventions.
5. Evaluate the promotion of healthy behaviours and self-management with individuals, with relation to contemporary health challenges.

The aim of the clinical practice placement is to provide the student with a further period of exposure to the practice setting so that they can develop the domains of competence and continue to develop confidence and competence in the practice of nursing and in accordance with the NMBI Code of Professional Conduct and Ethics for Registered Nurses and Registered Midwives (2025).

To be successful in this module the student must pass each individual element.

1. Successfully complete update programmes in Cardiopulmonary Resuscitation training, and Managing And Preventing Aggression.
2. Read and understand the policies, procedures, protocols, and guidelines documents that are relevant to practice placements.
3. Understand the mandatory regulations that are relevant in practice e.g. reporting relationships, returning accurate records etc.
4. Achieve the minimum standard at the level of Advanced Supported Participant in the domains of competence, for a 3rd year nursing student, as required by The Nursing and Midwifery Board of Ireland: Domain 1: Professional values and conduct of the nurse competences Domain 2: Nursing practice and clinical decision making competences Domain 3: Knowledge and cognitive competences Domain 4: Communication and inter personal competences Domain 5: Management and team competences Domain 6: Leadership potential and professional scholarship competences

This module aims to build upon learning from each programme stage and draw together the appropriate level of knowledge, skill and attitude required for safe, effective nursing practice that will ensure patient safety and protection. This module supports internship nursing students in the achievement of competence and confidence with regard to judgements in particular situations. It consolidates nursing students' prior theoretical knowledge, nursing skills and clinical learning in preparation for internship and professional practice.

1. Integrate knowledge and skills to proactively promote and maintain the safety and dignity of patients.
2. Critically evaluate high risk clinical intervention and its implications for nursing practice.
3. Critically appraise and apply the appropriate evidence base for nursing practice and specific risk.
4. Critically analyse the concept of vulnerability in the health care setting and its implications for nursing practice.
5. Critically analyse effective nursing management of patients with multiple co-morbidities needing more complex, intense nursing care.
6. Critically discuss the role of the critical outreach team in supporting nurses caring for patients recently stepped down from critical care settings and the associated risk.
7. Critically discuss commonly used laboratory tests, diagnostics and how to respond to results in the context of individual patients.
8. Critically appraise and apply the key principles of medication management including high-risk medications, accurate medication calculations and patient safety.

The health care environment is complex and dynamic. This module aims to prepare the Year 4 student for smooth transition into the Staff Nurse role and the world of work. The learner will be challenged and inspired to critically evaluate contemporary discourse in management and leadership. Topics will critically appraise current thinking relevant to the management of self and a sustainable health care team, ethical recruitment and retention, leadership theories, current practices in charity and voluntary sector.

1. Critically analyse approaches and interventions to manage self.
2. Critically discuss employment, ethical and sustainable recruitment and retention.
3. Critically analyse key functions in managing a team.
4. Critically evaluate leadership theories relevant to health care.
5. Critically appraise current practices in the charity and voluntary sectors.

The aim of this module is to introduce the concept of quality in nursing and in healthcare. The module aims to develop an awareness of the importance of quality in the delivery of healthcare and the legal and policy frameworks which underpin and influence its application.

1. Critically discuss the concept of quality and safety in nursing care.
2. Articulate the factors which impact on the delivery of quality, safe care for service users and their families.
3. Analyse how nursing care may be evaluated using recognised systematic processes which support quality and safety.
4. Critically discuss the various legislative, policy and regulatory issues which govern the quality agenda including NMBI, MHA 2001, Nurses Act 2011, MHC, HIQA.
5. Demonstrate an ability to respond appropriately to a complaint about an alleged shortfall in the standards of care of a service user.

The transition from nursing student to registered nurse is challenging. The health care environment is complex and dynamic. The aim of this module is to prepare students for the world of the professional nurse in the contemporary health care environment.

1. Critically analyse the nature and development of professions and professionalisation.
2. Critically analyse the history, nature, structure and function of health services.
3. Evaluate key concepts and dimensions of professional practice.
4. Critically analyse the role and functions of professional bodies and organisations
5. Debate the nature of the power of professions and the patient relationship.

This module aims to: Develop an awareness of the significance of change and change management within health and social care settings. Develop an awareness of the significance of education within nursing practice, focusing on teaching and creating a learning environment, mentorship, supervision and preceptorship. Develop the students' skills and knowledge to apply them to promote change and development within nursing practice.

1. Critically analyse the leadership/ management role of the registered nurse and apply to the clinical learning environment.
2. Critically analyse theories of change management.
3. Critically analyse the promotion of a change culture within the practice environment
4. Critically analyse theories of health education and apply to practice within the clinical learning environment.
5. Critically analyse patient teaching models and consider their application to the clinical learning environment.

This module aims to further develop knowledge and skills gained in the module in Year 3 Enquiry in Nursing Practice.

Key fundamental skills used in nursing practice research will be developed. Students will be introduced to research question development tools, identification of core concepts, structured literature search strategies, database searching skills, critical appraisal frameworks, literature characteristics tables, reference management software and best practice principles/ethical conduct in clinical research and audit. Sources of information used to inform clinical practice will be critically examined i.e digital sources and reference material, systematic reviews and evidence-based guidelines.

1. Critically analyze the relationship between evidence based practice and nursing practice.
2. Demonstrate the ability to use a research question framework to develop a focused clinical research question relevant to their discipline, and answerable using credible valid sources.
3. Demonstrate a structured strategy to literature searching i.e using library technology tools and resources, using key concepts and keywords, refinement tools such as boolean operators and limits, effective database use, referencing software and saving of results.
4. Develop a literature summary table and reference list providing an overview of basic information (authors, country, purpose and findings) , theoretical and conceptual frameworks, methods used in the included articles.
5. Critically examine research designs used in nursing focused research publications in terms of robustness, identification of strengths and weaknesses and ethical rigor using a critical appraisal tool.

The aim of the internship placement in year 4 is to facilitate the student to develop the domains of competence required to practice as a registered nurse. They will be facilitated in practice placement to become a safe, caring, competent decision-maker willing to take personal and professional accountability for evidence-based practice in preparation for their role as a registered nurse. During internship, the student will be a rostered member of staff and will experience the 24-hour shift system. To be successful in this module the student must pass each assessment independent of each other.

1. Read and understand the policies, procedures, protocols, and guidelines documents that are relevant to the Internship placement
2. Understand the mandatory regulations that are relevant in practice e.g. reporting relationships, returning accurate records etc
3. Achieve the minimum standard at the level of Dissemination in the domains of competence, for an Internship nursing student, as required by The Nursing and Midwifery Board of Ireland: Domain 1: Professional values and conduct of the nurse competences Domain 2: Nursing practice and clinical decision making competences Domain 3: Knowledge and cognitive competences Domain 4: Communication and inter personal competences Domain 5: Management and team competences Domain 6: Leadership potential and professional scholarship competences
4. Achieve competence in:
The care and management of a patient receiving clear IV fluids
Transferring the patient from the operating department
Venepuncture and cannulation

The module aims to imbue students with an appreciation of the value of the humanities as a means of understanding the human condition. It seeks to facilitate their development as healthcare professionals who can appreciate the individuality of the people they encounter. This module seeks to engage students in the exploration of the humanities with the intention of enhancing their practice as nurses in the context of a healthcare system which values the primacy of the positivist paradigm.

1. Appreciate the value of the humanities as an expression of human creativity and as a resource for nursing practice.
2. Use the humanities to develop their understanding of a spectrum of human experience relevant to the discipline of nursing.
3. Appraise the therapeutic value of arts based activities in the context of nursing practice.
4. Evaluate the influence of the aesthetic dimensions of the built environment on health, illness and the well-being of individuals.
5. Develop an enhanced capacity for independent thought, critical reflection, self-knowledge and use of creativity in their practice.

This module aims to facilitate the student to develop an understanding of the International, Interglobal and Intercultural landscape within which nursing practice occurs. This module provides an option for students to consider Erasmus opportunities.

1. Critically analyse global trends and issues which impact on nursing as a profession

2. Appraise of the interconnectedness of nursing as a profession

3. Articulate the global context within which nursing, health and social care occur

4. Evaluatethe factors which contribute to and impact on nurse migration

5. Critique the opportunities for Erasmus placement.

This module explores the modernisation of health and social care through digital technologies and innovation. The use of technology, data and information and AI in improving opportunities for optimal health and well-being are key components of the module. With the focus on the evolving needs of patients and their families and the shift of focus from hospital-based care to community-based services, (including remote monitoring), digital tools for delivering better, safer, accessible care will become ubiquitous in modern healthcare systems. As the module is delivered, there is the caveat that there may be modifications to indicative content due to the rapid developments in technology, systems implementations, and global, EU and national policies.

1. Appraise digital health devices, systems, applications and software for undertaking nursing, health and wellbeing practices, including self-management support.
2. Evaluate feasible digital health interventions incorporating AI appropriately and considering the ethical, legal, clinical, and societal implications of AI in healthcare.
3. Use health data and information to develop an understanding of the health, illness or well-being challenges of individuals.
4. Critically analyse real-world digital health problems using evidence and theory.
5. Formulate a safe and responsible digital identity, including digital reputation, digital clinical safety, social media practices, and digital tools for personal learning and professional credibility.