This module will enable students to develop an understanding and appreciation of ethical perspectives and issues in health care, so as to enhance their professional managerial practice.

1. Critically evaluate a range of historical and contemporary ethical theories/frameworks.

2. Demonstrate a critical understanding of the complexities of autonomy in healthcare.

3. Critically engage with ethical issues which arise in relation to truth-telling and whistle-blowing.

4. Explore critically the complexities surrounding confidentiality in management practice.

5. Demonstrate a critical awareness of the role of informed consent in health care and the role of the manager therein.

6. Critically debate the ethical issues surrounding resource allocation.

7. Critically discuss the manager/leaders role in developing an ethics culture and modelling ethical leadership.

8. Critically discuss ethical decision making in healthcare management.

9. Critically debate the ethical issues encountered in managing individuals and groups.

10. Critically discuss key legal and ethical issues in the health care environment.

11. Critically discuss the concepts of diversity as it relates to ethics: sexual; social; competency.

Participants will be given the opportunity to enhance their patient assessment skills including obtaining health histories, clinical examination techniques, differentiate abnormal from normal findings and decision making regarding appropriate interventions. The module will include clinical laboratory experience where students will develop competency in relevant assessment and intervention skills.

1. Apply knowledge of anatomy and physiology to underpin the rationale for the physical assessment of the client

2. Critically discuss the evidence-base for use of assessment tools such as pain assessment, nutritional assessment, skin assessment, and cognitive and behavioural assessment

3. Demonstrate clinical competence in a simulated environment in carrying out a health history, symptom analysis and advanced physical examination of the client

4. Evaluate and synthesis information related expected and unexpected findings in advanced physical assessment

5. Integrate subjective and objective knowledge gained from in-depth assessment to make recommendation for an evidence-based plan of care.

The aim of this module is to provide the student with a comprehensive understanding of the key elements of patient safety. It is anticipated that this module will form part of the professional and academic development of the health professional working in acute and community settings, relating specifically to patient safety. The module will provide an opportunity for health professionals to be informed and trained in the theoretical and practical skills relating to all aspects of patient safety.

1. Demonstrate a critical understanding of the concept Patient Safety and identify individual elements, their complexity and interactivity and how they contribute/inhibit patient safety in healthcare.

2. Critically discuss the fundamentals of achieving effective Patient Safety in the health care system and the influence of factors such as: human performance, effective communication, error prevention/ identification/reporting and risk management in optimising patient safety.

3. Critically analyse and discuss the role of various quality initiatives currently developed and employed in healthcare that optimise patient safety.

4. Critically conceptualise the concept Quality and critically analyse the tools and procedures employed to improve quality in healthcare.

5. Critically debate the process of open disclosure and demonstrate competency in the management of a client safety incident drawing on principles of open disclosure.

The module aims to critically review the development of and underpinning principles of health and wellness coaching. The groundwork will be laid for a mind-set shift in the student approach to facilitating clients to make changes in their health and wellness. The expert versus the coaching approach will be critically explored and the key values and ethics of coaching will be distinguished. The key relational skills of coaching will be practiced and critically reflected upon in this module.

This module will also critically review the concepts of wellness and well-being, the risk factors and clinical parameters measured in the main chronic illnesses, the behaviours conducive to a healthy lifestyle particularly in relation to healthy eating and physical activity. This evidence will be applied in a coaching context facilitating students and their prospective clients to make changes to their lifestyle behavioural practices (if desired) conducive to health.

1. Discuss the core components of health and wellbeing and critically explore the need for a paradigm shift from the expert to the coaching approach in supporting health behaviour change

2. Debate the theories and key values underpinning coaching psychology

3. Discuss the professional standards, ethics and legal guidelines for health and wellness coaching

4. Evaluate the development of and apply coaching relationship skills with clients in the virtual environment

5. Debate guidelines for and apply mechanisms utilised to determine nutritional status of individuals and explore the role of nutrition in the management of obesity and related health issues.

6. Discuss the principles of nutrition and review the current evidenced based recommendations for healthy eating.

7. Critically discuss and apply mechanisms utilised to determine activity status of individuals and explore the role of exercise in the management of obesity and related health issues.

8. Evaluate the evidence-based recommendations for optimal physical activity in the maintenance and promotion of health.

The aim of this module is to develop students’ understanding of the core and current management frameworks, theories and tools as well as develop their competence to assess their relevance to the issues of twenty- first century leadership in health care settings. The module will also explore the use of evidence- based management for effective planning and decision- making by today’s healthcare managers and leaders. Finally, the contributions that change management and organisational development theory make to overcoming the challenge of change in health care will be evaluated.

1. Critically reflect upon a range of leadership styles, management theories, processes and practices as well as the concept of power within healthcare organisations

2. Critically evaluate the efficacy of a range of decision-making models for application in healthcare settings

3. Critically explore contemporary motivational strategies and tools to enhance the healthcare working environment from both a managers and employee perspective

4. Critically evaluate the contribution that change management and organisational theory make to resolve the challenges of change in healthcare settings

5. Critically evaluate how a leaders style of communication can impact on the effectiveness of the health care environment at an individual, team and organisational level

6. Critically debate the managers role in human resource management as well as the efficacy of a range of conflict management models in healthcare

7. Critically evaluate the contribution that operational management theory can provide in support of problem resolution in healthcare contexts as well as the role of entrepreneurship and entrepreneurship as it relates to healthcare management

8. Critically explore the global challenges healthcare managers/ leaders are encountering as well as strategies to manage such challenges

This module will explore the historical emergence of current ways of understanding disability, examining disability as a social issue rather than as a personal trouble. Students will relate disability to themes including equality, equal opportunities and discrimination, contrasting these with traditional individualising approaches. Students will explore power relations, the ways in which these have been experienced by disabled people, and ways in which these are addressed in new narratives on disabling history.

1. Demonstrate a critical understanding of the historical emergence of disability and of how this relates to contemporary ideas about social equality, equal opportunities and discrimination.

2. Demonstrate a critical understanding of the social model and the individual/medial models of disability.

3. Formulate and present an action plan of constructive change for disabled people.

4. Debate the nature of power relations in terms of identities, communication and relationships as experienced by disabled people.

5. Demonstrate a critical awareness of the history, beliefs, achievements of aims and different views within the Disabled Peoples Movement.

6. Critically examine contrasting roles that supporters of disabled people have as carers or as allies.

The aim of this module is to enhance knowledge and understanding of the essentials of therapeutic communication. The module will further enhance therapeutic skills and help the student to develop the therapeutic relationship which serves to underpin the basis of all psychological therapies. Critical exploration of attitudes, feelings and behaviour will take place. This module will help students to identify, explore and manage issues that may arise in the therapeutic alliance e.g. therapeutic ruptures.

1. Critically discuss what therapeutic communication is.

2. Critically discuss what the essential components of a therapeutic relationship are.

3. Critically appraise the importance of self-awareness to the therapeutic relationship.

4. Critique the divergence of the three main therapeutic modalities: person centred; psychoanalytic; cognitive behavioural approaches.

5. Critically evaluate the significance and contribution of training and supervision to the process of the helping rapport.

6. Debate in detail the professional and ethical dimensions of therapeutic communication and the therapeutic relationship.

7. Critically indicate the factors that can impede therapeutic communication e.g. resistance or reluctance to engage.

8. Demonstrate the skills and attributes of an effective therapeutic helper/communicator.

This module offers students the opportunity to develop their knowledge and critical appraisal skills in wound healing and tissue repair with a strong focus on evidence-based practice and person-centered care. The module explores the physiological and psychosocial components of the patient experience, and the knowledge required to perform holistic assessment and thus provide safe, informed treatment.

1. Describe and explain the physiology of wound healing and analyse in depth factors which affect wound healing.

2. Critically evaluate the process of holistic assessment appraising tools and strategies which will facilitate this.

3. Critically examine and evaluate the evidence base for the assessment and management of clients with acute and chronic wounds and be able to predict likely outcomes of treatment based on such evidence.

4. Reflect critically upon current developments in health and social policy and legislation which impact upon wound assessment, management and prevention including resource allocation.

5. Debate the ethical and legal issues influencing clinical decision making relating to wound assessment, management and prevention

6. Develop practical skills of wound assessment, management and evaluation.

The module is designed to enable students to explore the methodological issues and practical issues about research. It will assist students determine the right research design for their research questions in practice and provides an opportunity for students to debate, challenge and clarify research issues. This module provides students with the skills needed to source, evaluate, and implement evidence in practice. Students are also introduced to the many approaches used in synthesising evidence from primary studies. The module also prepares students to develop a research proposal/protocol in preparation to undertake a research study.

1. Demonstrate an understanding of the steps of the research process and evidence-based practice.
2. Critically discuss theoretical perspectives on research approaches and methodology across the qualitative, quantitative and evidence synthesis domains.
3. Formulate an answerable research/clinical question using the Population, Intervention, Comparison, Outcome and Time (PICOT) (or equivalent) approach and demonstrate the ability to systematically search for evidence.
4. Describe a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis.
5. Identify and discuss appropriate reporting guideline for research and discuss relevant application of guidelines with the chosen research approach.
6. Defend appropriate project plan and outcomes pertaining to the proposed study

This module aims to enable the student to examine the International drive for improving quality, safety and governance within healthcare systems. The management of quality through the various stages of the quality management cycle, from needs to analysis as well as audit and evaluation will be explored with an emphasis on governance, leadership and quality improvement approaches.

1. Critique international legislation and policy context relating to the management of quality and governance in healthcare.

2. Critically appraise the international drive for improving quality and patient safety in healthcare.

3. Critically determine the implications for quality healthcare provision considering patient safety concerns in healthcare systems.

4. Critically appraise the concept of quality in relation to ethics, economics, consumerism and patient engagement.

5. Appraise the systems and structures required to ensure effective utilisation of relevant health information pertaining to policy development, service planning, monitoring, management and administration of health services with regards to quality.

6. Critique quality as an underpinning concept within corporate governance, clinical governance and risk management, analysing the key elements, structures, systems and processes required to incorporate clinical governance into healthcare organisations.

7. Critically appraise different approaches and models of quality improvement within healthcare.

8. Critically discuss the concept of leadership in the context of quality and patient safety.

Cognitive Behavioural Therapy (CBT) is integral to the design and delivery of recovery orientated evidence based mental health services for people with mental health problems (HSE, 2014). CBT is one of a broad range of psychotherapies and is an effective treatment option for many mental health problems. The aim of this module is outline and critically discuss the essence of the cognitive-behaviour therapy approach in supporting people with a wide range of mental health difficulties. Also, consideration is given to the relevance of this approach in the overall delivery of contemporary mental health care.

1. Critically discuss that cognitive-behaviour therapy is an integrative therapy combining the cognitive and behavioural approaches.

2. Demonstrate in detail a systematic understanding of the application of cognitive behavioural principles and methods to practice.

3. Critically discuss the process of developing a collaborative therapeutic relationship in the overall process of CBT.

4. Debate how cognition drives emotional reactions to external events.

5. Critique how assessment and case formulation are utilised through a CBT approach.

6. Depict in detail how the combined application of both cognitive and behaviour techniques often leads to positive change for individuals.

7. Support the relevance of a clear structure in the therapeutic sessions throughout the CBT approach.

8. Critically discuss the empirical evidence evaluating therapeutic efficacy.

The aim of this module is to enhance knowledge and understanding of deliberate self-harm (DSH) and relevance of all other types of suicidal behaviour and thoughts. It is well recognised that it is difficult for people who engage in DSH, but it is also vital to note that those who engage in DSH are considered at higher risk of eventual completed suicide. Therefore, this module considers how best to support these individuals and their family members, from the perspectives of clinical care, guideline developments, protocol and policy developments.

1. Debate the distinguishing aspects between completed suicide and deliberate self-harm (DSH) from the possible perspective of the motivation of the person at risk.

2. Evaluate the standardised and effective process for the assessment and management of individuals of all age ranges who present with self-harm to the accident and emergency department.

3. Critically evaluate the reasons why a bio-psychosocial assessment and care plan is so vital in supporting these individuals.

4. Critique the National Clinical Programme for the Assessment and Management of Patients Presenting to Accident and Emergency Departments following Self-Harm (2016) in particular the key recommendations from this document.

5. Validate the importance of the role of the liaison mental health services within the accident and emergency department.

6. Critically evaluate the literature regarding the attitudes of health care professionals and the general public towards self-harm and how this might impact upon someones suicidal behaviour and consider how these attitudes can be broadened to be more positive in nature.

7. Critically discuss the importance of the possible links between the different services, both primary and secondary services; voluntary and statutory, regarding supporting someone who has engaged in DSH or is at risk of same, especially when someone presents at Accident and Emergency.

8. Defend the relevance of family support in the area of DSH or completed suicide.

The aim of this module is to enhance knowledge and understanding of the relevance of early intervention in the area of psychosis. It is imperative that the 1000 people who develops a condition that features psychosis in Ireland each year receive standardised, effective treatment without delay. The logic of early intervention is best exemplified by consideration of the consequences of a long duration of untreated psychosis. A holistic, multi-disciplinary approach is most appropriate with absolute inclusion of the individual with the psychosis as well as his/her family. The resources required to achieve this are substantial but will be recouped through the better outcomes affected people will attain and decreased service use in the years following the period of initial treatment

1. Critically discuss the consequences of a long duration of untreated psychosis for any individual.

2. Clearly outline what is meant by early intervention and how easy access to comprehensive, evidence informed treatment in the context of the multi-disciplinary team might counteract these consequences

3. Discuss the two ways that standard care is delivered from the perspectives of (a) early detection through a standardised assessment process and (b) treatment specific to this phase such as pharmacological treatment; cognitive behavioural therapy; supported employment/education; and family intervention.

4. Critically evaluate the relevance of the general practitioner as part of the early intervention process through the shared care model so that unnecessary delays in effective treatment dont occur.

5. Critically evaluate the relevance of the 10 principles of any early intervention programme.

6. Critically discuss how early intervention in psychosis and relapse prevention might limit initial problems and improve long term prospects for recovery.

7. Critically discuss the relevance of family support in this area.

8. Discuss how the early intervention team will collaboratively and seamlessly work with other multi-disciplinary teams and primary care associated with any individuals care.

The aim of this module is to enhance knowledge and understanding of the various eating disorders encountered by young adolescents and adults. Consideration is given to how best to support individuals through a comprehensive assessment and an early intervention to ensure that a seamless model of care is delivered

1. Differentiate between the different eating disorders.

2. Critically discuss the costs of eating disorders to both the individual and the society at large.

3. Discuss the standardised pathways and effective treatment options for people who present each year with an eating disorder either in the community or the secondary level services.

4. Discuss the importance of a seamless connection between primary care, the mental health service, Bodywhys and adult and the CAMH teams and the key roles and responsibilities of each team.

5. Critically discuss the importance of a comprehensive assessment, early interventions and the stepped care approach in any one individuals care

6. Outline clearly the importance of carers in the care of any one individual with an eating disorder.

7. Deliberate upon the ten key principles associated with assisting mental health service management teams and senior clinicians in implementing the clinical programmes regarding supporting people with eating disorders.

8. Discuss the structure of early intervention in an eating disorders programme.

This module aims to develop awareness, knowledge , skills and understanding required for supporting learners with a diagnosis of autism, against the backdrop of current policy. It explores the concept of autism as varied and experiential, informed by current research and community perspectives. Guided by the neurodiversity affirmative paradigm, this module aims to equip students with the knowledge to create an inclusive environment and facilitate a flexible approach to teaching and learning. Best-practice approaches and evidence-based supports will be examined. Over the course of the module, learners will develop skills of self-reflection in applying new understanding, knowledge, and skills to practice .

1. Critically evaluate theoretical understandings of Autism and their implications for policy and practice.
2. Appraise the historical context, current legislation, conventions, policies, documents, reports, and guidelines which are relevant to practice.  
3. Articulate an understanding of autism and appreciate the varied presentations of autism .  
4. Appraise identification and assessment procedures to recognise and plan for individual learning strengths and differences.  
5. Recognise the diversity of experiences among the autistic community and the implications for practice in the education context.
6. Critically evaluate evidence-based supports/approaches for supporting the school experiences of autistic individuals.