intensive care nursing – 7knim769 · nursing there will be opportunity to undertake and discuss...
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Intensive Care Nursing – 7KNIM769 Level: 7
Credits: 30
Module leader: Carolyne Stewart
Tel: 020 7848 3526
Email: [email protected]
Module deputy: Dr Andreas Xyrichis
Tel: 020 7848 3649
Email: [email protected]
____________________________________________________________________
This handbook must be read in conjunction with module information provided on KEATS, the King’s E-Learning And Teaching Service. You will be given access to KEATS on enrolment. Important information relating to assessment and related regulations can be on KEATS and via the Nightingale Student Hub. This handbook can also be provided in alternative formats (such as large print) upon request to [email protected].
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Contents Module overview .............................................................................................................. 4
Module aim ................................................................................................................... 4
Learning outcomes ....................................................................................................... 4
Teaching arrangements ............................................................................................... 4
Submitting coursework .................................................................................................... 5
Assessment criteria ...................................................................................................... 5
Formative assessment .................................................................................................. 5
Summative assessment ................................................................................................ 6
Coursework submission ............................................................................................... 7
Results and resubmissions for coursework ................................................................ 7
Dates for examinations ................................................................................................ 8
Results and resits for examinations ............................................................................ 8
Learning resources ........................................................................................................... 9
Lecture 1: Introduction to Module & Assessments .................................................... 9
Lecture : Assessing Oxygenation & Ventilation ......................................................... 9
Lecture : Positioning the Critically Ill Person ............................................................ 9
Lecture : Organ Donation/Brain Stem Death Testing ............................................... 10
Lecture: Invasive Mechanical Ventilation .................................................................. 10
Lecture & Seminar: Acute Respiratory Distress Syndrome (ARDS) ........................ 11
Lecture: Nutrition in the Critically Ill ......................................................................... 11
Lecture & Seminar: Advanced Haemodynamic Assessment & Management .......... 12
Simulation Session – Rhythm Recognition, Resuscitation & Pacing ....................... 12
Lecture: Weaning from Ventilation & Seminar ......................................................... 13
Lecture: Pain, Sedation & Delirium ............................................................................ 13
Lecture: Rehabilitation after Critical Illness .............................................................. 13
Lecture: The Service User Perspective........................................................................ 14
Lecture: Advanced Cardiac Support ........................................................................... 14
Lecture: End of Life Care ............................................................................................. 14
Lecture & Seminar: Sepsis: Pathophysiology & Management .................................. 15
Lecture & Seminar: Renal Replacement Therapies (RRT) ....................................... 15
Lecture: The Critically Ill Obstetric Patient ............................................................... 15
Lecture: Cancer Therapies & Haemo-oncology ......................................................... 16
Lecture: Acute Brain Injury ......................................................................................... 16
Lecture: Trauma ........................................................................................................... 16
Seminar: Exam Preparation ........................................................................................ 17
Module evaluation ........................................................................................................... 18
Action from previous evaluations ............................................................................... 18
Timetable .......................................................................................................................... 18
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Module overview
This module forms part of the MSc Advanced Practice. The module contributes to your programme of study. It enables you to apply the knowledge from core modules specifically to intensive care nursing practice. The module covers the core elements of knowledge required to underpin completion of the national critical care nursing competencies (Steps 2/3) and if required by your unit, the CC3N trauma speciality competencies, published by the Critical Care National Network Nurse Leads Forum (CC3N). To make up the total recommended 60 credits, you may also wish to discuss other suitable modules with the course leader. The module can also be taken as a freestanding module.
Module aim
The aim of this module is to enable experienced post-qualification degree level intensive care nurses to advance their practice, enhance their understanding and application of research evidence and develop their role as competent intensive care nurses.
Learning outcomes
The learning outcomes meet all Knowledge Skills Framework (KSF) core dimensions. Relevant KSF specific dimensions are highlighted against each learning outcome:
Critically evaluate relevant critical care research to promote evidence-based practice (KSF-HWB1-10/IK1-3/G2)
Critically appraise policy, protocols, organisation and management of care for intensive care patients and their relatives (KSF-HWB1-10/IK1-2/G2)
Critically review how the intensive care nurse effectively interacts within the inter-professional team to provide collaborative care within the ICU, hospital, and community setting (KSF-HWB1,8/IK1-3/G2)
Debate the ethical and legal issues associated with intensive care nursing practice (KSF-HWB1-10/IK1-3)
Achieve relevant Step 2 and 3 core clinical competencies set out in the National Competency Framework for Adult Critical Care Nurses (CC3N 2015). Copies of this document are available online at: http://www.cc3n.org.uk/competency-framework/4577977310 [Accessed 2nd April 2019].
Teaching arrangements
For a 30-credit module it is expected that students will spend around 300 hours studying. The educational approach is adult student centred, which builds on your experience as qualified practitioners. You will experience a wide variety of teaching and learning strategies including:
Lectures
E-learning
Group work and guided study
Tutorials
Work-based learning
Case study exploration
Independent study.
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Submitting coursework
Coursework (competency assessment document) must be submitted in person (or posted) by the deadline.
Assessment criteria
1. Two-hour scenario-based examination 2. Competency Assessment document
Formative assessment
To help prepare you for the examination, you are required to take part in an online discussion of the evidence base for an identified area of critical care nursing practice. This will require you to:
1. Work in a group to prepare a model answer based on an exam type question 2. Contribute to an online group analysis of the evidence base for an identified area of critical
care nursing
You will be allocated to small study groups. A clinical scenario will be accessed through the KEATS site. You are expected to engage with your study group in an online discussion to produce a group answer to a specific question based on the scenario. Contributions should be collated, and a final group answer posted on the discussion board by the deadline.
Contributions might include: reflections from practice, commentary on current evidence, reference to clinical guidelines, academic debate of peer contributions, novel ideas. Extensive reading of relevant literature is expected, and all contributions must be free from plagiarism. Full Harvard referencing will not be required; however, the author and date must be cited in the text. You must use an appropriate academic style and adhere to appropriate professional conduct at all times.
The final group answer must not exceed 1,000 words. Words in excess of this limit will not be marked. The group answer will be assessed according to the level 7 Faculty assessment criteria contained in the post graduate handbook.
Timetable for completion of formative assessment:
Date Activity
26 September 2019 Introduction to online formative assessment.
Allocation of study groups
3 October 2019 Scenario open for viewing and contributions
28 November 2019
Scenario closed
NO FURTHER CONTRIBUTIONS WILL BE MARKED AFTER MIDNIGHT
5 December 2019 Online feedback
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Summative assessment
There are two parts to the summative assessment for this module. Part 1: Examination You are required to sit a two-hour scenario-based examination. Topics will be distributed six weeks prior to the date of the examination. The examination will comprise two scenarios each with three related questions. You will be required to:
Choose two out of three presented scenarios
Answer all questions assigned to the two chosen scenarios
Evaluate clinical data
Debate the contemporary research evidence base for practice
Demonstrate an in-depth knowledge of physiological, psychological and social aspects of ICU nursing
There will be opportunity to undertake and discuss practice scenarios within the module timetable. Part 2: Assessment of clinical competence You are required to complete a clinical assessment document specifically related to Intensive Care nursing, which has been mapped against the step 2/3 national competencies for critical care (CC3N 2015). Additional optional competencies which have been mapped against the trauma speciality competencies (CC3N 2017), may also be completed. Competencies must be assessed in an ICU by an identified practitioner who holds both the intensive care and mentorship qualification. All competencies must be achieved to the minimum standard outlined in the document.
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Coursework submission Submission details for the competency assessment completion form are provided on the KEATS module page. It is essential that you use your candidate number on all assignments/examinations. Information on your candidate number will be available on the KEATS site. If you are unable to submit your work by the deadline please refer to the information on mitigating circumstances”. If you require further support in these circumstances, you are advised to contact KCLSU. Submission date for competency assessment document: Tuesday 14 January 2020; 11:59am Late submissions will be accepted for 24 hours following the submission date. All work submitted late will be marked as normal but will be capped at the pass mark for the module. If your assignment is hard copy, please ensure you date stamp it and submit it to the submission room G15 James Clerk Maxwell Building. If your assignment is submitted electronically through Turnitin, information about how to submit late will be provided on KEATS module sites under assessment information. The external examiner for this module is Nicola Morrell-Scott. Students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments. Results and resubmissions for coursework
Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission. According to the method of submission as detailed on your KEATS site, if your work was submitted online you will be able to download marked coursework from KEATS. Alternatively, if you submitted a hard copy you can collect your coursework and feedback from the Nightingale Student Hub. To collect a hard copy assignment from the Nightingale Student Hub, you must show your King’s student identification card. Alternatively, you may send a stamped addressed envelope to Nightingale Student Hub ensuring that this is large enough to accommodate your assignments and that you have applied sufficient postage. Hard copy assignments will be retained for four weeks; if you have not collected your assignment by then, it will be destroyed. The Hub is open Mondays, Tuesdays, Thursdays and Friday from 9am-5pm and from 9am-12pm on Wednesdays. Feedback for all assessments will include the award of a numerical grade which remains provisional until ratified by the Assessment Board. The dates for the Assessments Boards are available on KEATS. Ratified marks can be viewed via Student Records on the King’s Intranet, the Monday following the relevant Assessment Board. The marking criteria by which your work is judged are provided in full on KEATS. Please also refer to the section on plagiarism and how to avoid it. If you have a query about how to refer to a specific piece of work please ask your module leader, your group leader or a member of library staff for guidance or please use King’s Libguides site. There are KLaSS resources which all students are encouraged to work through. The feedback you receive on your assignment will guide you towards how to improve future assignments or how to maintain your existing high standard! If you do not understand your mark or the feedback you receive please contact Carolyne Stewart ([email protected]) or Dr Andreas Xyrichis ([email protected]).
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If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt. This will enable the module leader to provide you with an appropriate level of support as you prepare to resubmit your work.
Resubmission date for competency assessment document: Tuesday 7 April 2020.
For further information King’s College London’s Academic Regulations for the current academic year can be found here: https://www.kcl.ac.uk/campuslife/acservices/academic-regulations/index Up-to-date information will be available on the KEATS Assessments Hub area as well.
Dates for examinations You will be notified of dates for examination on the Student Records section of the King’s Intranet. Information on your candidate number will be available on the KEATS site.
Results and resits for examinations Unratified results from exams will be available on your KEATS module site 4 weeks from the date of the examination. Information for handbooks with a paper-based examination: Faculties are required to make examination scripts available to any student who makes a request, free of charge. Any requests for examination scripts are managed in accordance with the EU General Data Protection Regulation (updates Data Protection Act 1998) and associated UK data protection legislation. Students may request access to their exam paper at any time (after the Assessment Sub Board meeting) during their programme of study. This policy applies to all summative, unseen, written examinations. MCQs and OSCEs are exempt from this process.
Re-sit dates will available on your KEATS module site. If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt or re-sitting your examination. The university and its Examination Boards in the ten Faculties (Institutes/Schools, King's Learning Institute and the Association of King's College (AKC), work with over 500 external examiners to ensure the quality and standard of our taught awards. Find the latest report on the External Examiners Report page, navigate to the Faculty’s section. For further information King’s College London’s Academic Regulations for the current academic year can be found here: https://www.kcl.ac.uk/campuslife/acservices/academic-regulations/index Up-to-date information will be available on the KEATS Assessments Hub area as well.
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Learning resources
Lecture 1: Introduction to Module & Assessments
During this session you will learn:
About the module structure, content and teaching methods/resources
How to access KEATS, the module leader and other group members
The assessment requirements of the module Reading material: Module & programme handbooks.
Lecture : Assessing Oxygenation & Ventilation
During this session you will learn:
The physiological principles underlying oxygen delivery, consumption and acid base disturbance
ABG interpretation skills including the recognition of compensation, mixed disorders, & relevant interventions
The evidence for the use of different techniques for assessment of adequacy of oxygen delivery
How to apply advanced skills to complex clinical examples within the context of holistic patient management
Reading material:
Sood, P., Paul, G., & Puri, S. (2010). Interpretation of arterial blood gas. Indian J Crit Care Med. 14(2), 57–64.
Ward, J. (2006). Oxygen delivery and demand. Surgery (Oxford) 24(10), 354-360.
Cowley, N. (2013). Interpreting arterial blood gas results. BMJ 346(f16), 1-7.
Lecture : Positioning the Critically Ill Person
During this session you will learn:
How to position patients in relation to optimise gas exchange
The treatment of hypoxaemia/ hypoxia
Different positions and their relative evidence base
Reading material:
Johnson, K., & Meyenburg, T. (2009). Physiological rationale and current evidence for therapeutic positioning of critically ill patients. AACN Advanced Critical Care 20(3), 228–240.
Hewitt, N., Bucknall, T., & Faraone, N.M. (2016). Lateral positioning for critically ill adult patients. Cochrane Database of Systematic Reviews 2016, Issue 5. Art. No.: CD007205. DOI: 10.1002/14651858.CD007205.pub2
Park, S., Kim, H., Yoo, K. et al. (2015). The efficacy and safety of prone positioning in adults’ patients with acute respiratory distress syndrome: a meta-analysis of randomized controlled trials. Journal of Thoracic Disease 7(3), 356–367.
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Lecture : Organ Donation/Brain Stem Death Testing
During this session you will learn:
The difference between solid organ, tissue and non-heart beating donation
The criteria for brain stem death
The nursing role in organ donation Reading material:
NICE (2012). Organ donation for transplantation: improving donor identification and consent rates for deceased organ donation. Retrieved 10 April 2019 from http://guidance.nice.org.uk/CG135/NICEGuidance/pdf/English
Lecture: Acute Hepatic Disorders
During this session you will learn:
The current UK epidemiology and causes of liver disease
Pertinent biochemical, haematological and diagnostic tests used in patients with liver disease
The current evidence base medical and nursing management for patients with acute liver disease.
Reading material:
Trovato, F., Rabinowich, L., & Mcphail, M. (2019). Update on the management of acute liver failure. Current opinion in Critical Care. 25(2) 157-164
Bernal, W., & Wendon, J. (2013). Acute liver failure. New England Journal of Medicine, 369(26), 2525-2534. DOI: 10.1097/MCC.0000000000000583.
Siddiqui, M., & Stravitz, R. (2014). Intensive care unit management of patients with liver failure. Clinical in Liver Disease 18(4), 957-978. DOI: http://dx.doi.org/10.1016/j.cld.2014.07.012.
Lecture: Invasive Mechanical Ventilation
During this session you will learn:
The principles of positive pressure ventilation and the difference between volume and pressure control ventilation
The advantages and limitations of common ventilatory modes
How to assess the suitability of ventilatory mode to patient status
The nursing care of a patient requiring invasive ventilation.
Reading material:
Pham, T., Brochard, L., & Slutsky, A. (2017). Mechanical Ventilation: State of the Art. Mayo clinic Proceedings. 92, 1382-1400.
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Lecture & Seminar: Acute Respiratory Distress Syndrome (ARDS)
During this session you will learn:
The definition of ARDS and key risk factors
The pathogenesis of ARDS
The evidence base for current treatment and management of ARDS. Reading material:
Howell, M., & Davis, A. (2018). Management of ARDS in Adults. JAMA. 319(7), 711-712.
ARDS Definition Task Force; Ranieri, V., Rubenfeld, G., Thompson, B., et al. (2012). Acute respiratory distress syndrome: The Berlin definition. JAMA. 307, 2526-2533.
Silversides, J., & Ferguson, N. (2013). Clinical review: Acute respiratory distress syndrome - clinical ventilator management and adjunct therapy. Critical Care 17, 225.
Lecture: Nutrition in the Critically Ill
During this session you will learn:
How to assess the nutritional requirements of the critically ill person
The advantages, limitations and nursing considerations of enteral & total parenteral nutrition use in critical care
The management of blood glucose control. Reading material:
Blaser, A. et al (2017). Early enteral nutrition in critically ill patients: ESICM clinical practice guidelines. Intensive Care Medicine. 43, 380-398.
Dhaliwal, R. et al. (2015). The Canadian critical care nutrition guidelines in 2013: an update on current recommendations and implementation strategies. Nutr Clin Pract. 29(1), 29-43. doi: 10.1177/0884533613510948.
Fullwood, D. (2011). The patient with altered glucose. In Bench and Brown (eds., Chapter 7, 117-129) Critical Care Nursing; Learning from Practice. London: Blackwell.
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Lecture & Seminar: Advanced Haemodynamic Assessment & Management
During this session you will learn:
The pros and cons of various advanced haemodynamic assessment tools
The benefits & limitations of the use of crystalloid, colloid, blood & blood products and the associated nursing responsibilities
The benefits and limitations of inotropes, chronotropes and other vaso-active agents and the nursing considerations associated with the use of such drugs
To interpret complex haemodynamic data available from the use of advanced monitoring
To integrate knowledge of advanced haemodynamic monitoring as part of holistic patient management.
Reading material:
Alhashemi, et al. (2011). Cardiac output monitoring: an integrative perspective. Critical Care 15, 214.
Gamper, G., Havel, C., Arrich, J. et al (2016). Vasopressors for hypotensive shock. Cochrane Database of Systematic Reviews Issue 2. Art. No.: CD003709. DOI: 10.1002/14651858.CD003709.pub4
Overgaard, C., & Džavík, V. (2008). Inotropes and Vasopressors-Review of physiology and clinical use in cardiovascular disease. Circulation 118, 1047-1056. doi: 10.1161/CIRCULATIONAHA.107.728840.
Perel P., Roberts, I., & Ker, K. (2013). Are colloids more effective than crystalloids in reducing death in people who are critically ill or injured? Cochrane Database of Systematic Reviews 2013, Issue 2. Art. No.: CD000567. DOI: 10.1002/14651858.CD000567.pub6.
Simulation Session – Rhythm Recognition, Resuscitation & Pacing
During this session you will learn:
The ALS algorithm (RC (UK) 2016)
To recognise common cardiac arrest and peri-arrest arrhythmias and to understand their treatment
The principles of temporary & permanent pacing and how to recognise life threatening events associated with pacing e.g. lack of capture.
Reading material:
McNaughton, A. (2013). Indications for post-operative (transthoracic) epicardial pacing. British Journal of Cardiac Nursing 8(12), DOI: http://dx.doi.org/10.12968/bjca.2013.8.12.593.
McNaughton, A., & Davison, J. (2013). Temporary pacing: clinical indications and techniques. British Journal of Cardiac Nursing 8(6), DOI: http://dx.doi.org/10.12968/bjca.2013.8.6.289.
Resuscitation Council (UK). (2016). Adult Advanced Life Support. (7th ed.). Retrieved 4 April 2019 from www.resus.org.uk
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Lecture: Weaning from Ventilation & Seminar
During this session you will learn:
The assessment criteria for commencing ventilator weaning
The weaning tools, which aid the nursing management of patients requiring long-term weaning.
Reading material:
Ouellette, D., Patel, S., Gerard, T., Morris P., Schmidt, J. et al (2017). Liberation from mechanical ventilation in critically ill adults: An official American College of chest physicians/American thoracic society clinical practice guideline. CHEST. 151, 166-180.
Blackwood, B. (2011). Use of weaning protocols for reducing duration of mechanical ventilation in critically ill adult patients: Cochrane systematic review and meta-analysis. BMJ 342 doi: http://dx.doi.org/10.1136/bmj.c7237.
Crocker, C. (2011). The patient requiring complex weaning from mechanical ventilation. In Bench & Brown (eds., chapter 2, 30-48.) Critical Care Nursing; Learning from Practice. London: Blackwell.
Lecture: Pain, Sedation & Delirium
During this session you will learn:
The assessment tools used for levels of sedation, pain and delirium
Different methods of chemical and physical restraint
The indications for and consequences of chemical and physical restraint
The practical, ethical & legal issues concerning the assessment and management of delirium Reading material:
Bench, S., Cornish, J., & Xyrichis, A. (2016). Intensive care discharge summaries for general practice staff: a focus group study. Br J Gen Pract. DOI: https://doi.org/10.3399/bjgp16X688045.
Bench, S., & Day, T. (2010). The user experience of critical care discharge; a meta-synthesis of qualitative research. International Journal of Nursing Studies 47, 487-499.
NICE (2009). Rehabilitation after critical illness. NICE. Retrieved 4 April 2019 from http://guidance.nice.org.uk/CG83/Guidance/pdf/English
Lecture: Rehabilitation after Critical Illness
During this session you will learn:
The needs of patients, families and ward staff during and after ICU discharge
The importance and components of structured rehabilitation after critical illness. Reading material:
Bench, S., Cornish, J., & Xyrichis, A. (2016). Intensive care discharge summaries for general practice staff: a focus group study. Br J Gen Pract. DOI: https://doi.org/10.3399/bjgp16X688045.
Bench, S., & Day, T. (2010). The user experience of critical care discharge; a meta-synthesis of qualitative research. International Journal of Nursing Studies 47, 487-499.
NICE (2009). Rehabilitation after critical illness. NICE. Retrieved 4 April 2019 from http://guidance.nice.org.uk/CG83/Guidance/pdf/English
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Lecture: The Service User Perspective
During this session you will learn:
The needs of patients and their loved ones
Issues associated with quality of care from the perspective of the service user. Reading material:
Health talk online. Patient and family experiences. Retrieved 4 April 2019 from http://www.healthtalk.org/peoples-experiences/intensive-care/intensive-care-experiences-family-friends/
ICUsteps (2017). Patients and relatives. Retrieved 5 April 2019 from www.icusteps.org
Lecture: Advanced Cardiac Support
During this session you will learn:
The principle effects of the IABP
Nursing management of the patient with an IABP
Other advanced mechanical options for supporting a patient with acute cardiac failure.
Reading material:
Tramm, R., Ilic, D., Davies, A.R., Pellegrino, V.A., Romero, L., & Hodgson, C. (2015). Extracorporeal membrane oxygenation for critically ill adults. Cochrane Database of Systematic Reviews. Issue 1. Art. No.: CD010381. DOI: 10.1002/14651858.CD010381.pub2
Krishna, M., & Zacharowski, K. (2009). Principles of intra-aortic balloon pump counterpulsation. Contin Educ Anaesth Crit Care Pain 9(1), 24-28. doi: 10.1093/bjaceaccp/mkn051.
Lecture: End of Life Care
During this session you will learn:
Different perspectives regarding withdrawal of treatment and end of life care
The practical, ethical & legal issues concerning withdrawal of treatment and end of life care.
Reading material:
Myburgh, J., Abillama, F., Chiumello, D. et al. Council of the World Federation of Societies of Intensive and Critical Care Medicine. (2016). End-of-life care in the intensive care unit: Report from the Task Force of World Federation of Societies of Intensive and Critical Care Medicine. Journal of Critical Care 34, 125-30. doi: 10.1016/j.jcrc.2016.04.017.
Cork, R. (2011). The patient requiring end of life care. In Bench and Brown (eds., chapter 17, 253-262) Critical Care Nursing; Learning from Practice. London: Blackwell.
Department of Health (2008). End of Life Care Strategy. London: The Stationary Office.
Leadership Alliance for the Care of Dying People (2014). One chance to get it right; improving people’s experience of care in the last few days and hours of life. Department of Health. Retrieved 4 April 2019 from https://www.gov.uk/government/publications/liverpool-care-pathway-review-response-to-recommendations
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Lecture & Seminar: Sepsis: Pathophysiology & Management
During this session you will learn:
How to recognise a patient presenting with sepsis
The pathophysiology of the altered inflammatory process
The evidence-based management of sepsis
To integrate knowledge to clinical scenarios focusing on nursing care issues
Reading material:
Rhodes, A., Evans, L., Alhazzani, W. et al. (2017), Surviving Sepsis Campaign: International Guidelines for Management of Sepsis and Septic Shock: 2016. Intensive Care Medicine 43(3), 304-377.
NCEPOD (2015). Just Say Sepsis! A review of the process of care received by patients with sepsis. National Confidential Enquiry into Patient Outcome and Death (NCEPOD).Retrieved 4 April 2019 from http://www.ncepod.org.uk/2015report2/downloads/JustSaySepsis_FullReport.pdf
NICE (2016). Sepsis: recognition, diagnosis and early management (NG51). National Institute for health and care excellence (NICE). Retrieved 4 April 2019 https://www.nice.org.uk/guidance/ng51
Singer, M. et al. (2016). The third international consensus definitions for sepsis and septic shock (Sepsis-3). JAMA 315(8), 801-810. doi:10.1001/jama.2016.0287
Lecture & Seminar: Renal Replacement Therapies (RRT)
During this session you will learn:
The principles of haemofiltration & haemodiafiltration
The indications for, potential complications and nursing management requirements associated with RRT.
Reading material:
Richardson, A., & Whatmore, J. (2015). Nursing essential principles: continuous renal replacement therapy. Nursing in Critical Care 20(1), 8-15. doi: 10.1111/nicc.12120
Ronco, C. et al. (2015). Renal replacement therapy in acute kidney injury: controversy and consensus. Critical Care 19, 146.
Lecture: The Critically Ill Obstetric Patient
During this session you will learn:
The key physiological demands of pregnancy
The treatment strategy for a patient with HELLP syndrome, Pre-eclampsia & Postpartum haemorrhage.
Reading material:
Scholefield et al. on behalf of the Maternal critical; care working group (2011). Providing equity of critical and maternity care for the critically ill pregnant or recently pregnant woman. Royal College of Anaesthetists. Retrieved 4 April 2019 from https://www.rcoa.ac.uk/system/files/EMC-Guidelines2018.pdf
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Lecture: Cancer Therapies & Haemo-oncology
During this session you will learn:
Key cancer treatments and their action
Types of cancer therapies including chemotherapy side effects and chronic pain which can lead to critical illness
Developments in acute oncology.
Reading material:
Azoulay, E. et al. (2011) Intensive care of the cancer patient: recent achievements and remaining challenges. Ann Intensive Care. 1(5). doi: 10.1186/2110-5820-1-5.
Brown, M., & Cutler, T. (2012) Haematology Nursing. Chichester: Wiley-Blackwell.
Souhami, R., & Tobias, J. (2015). Cancer and its Management. (7th ed.). Chichester: Wiley-Blackwell.
Lecture: Acute Brain Injury
During this session you will learn:
The aetiology and pathophysiology of primary & secondary brain injury
The evidence-based rationale for nursing management strategies to prevent secondary brain injury
The monitoring devices utilised to measure ICP, CPP, cerebral blood flow & oxygenation. Reading material:
Carney, N. et al. on behalf of the Brain Trauma Foundation (2016). Guidelines for the Management of Severe Traumatic brain injury. (4th ed.). Retrieved 4 April 2019 from www.braintrauma.org
Haddad, S., & Arabi, Y. (2012). Critical Care Management of Severe Traumatic Brain Injury in Adults. Emergency Medicine 20(12).
Slade, D. (2011). The patient with raised intracranial pressure. In Bench and Brown (eds., chapter 12, 190-203.) Critical Care Nursing; Learning from Practice. London: Blackwell.
Lecture: Trauma
During this session you will learn:
Advanced trauma life support (ATLS) guidelines, relating to practical nursing management of the trauma patient from admission to ICU
The key psychological and physical issues associated with caring for the multiple trauma patient.
Reading material:
Whiting, D., & Cole, E. (2016). Developing a trauma care syllabus for intensive care nurses in the United Kingdom: A Delphi study. Intensive and Critical Care Nursing. 36, 49-57.
Shere-Wolfe, R., Galvagno, S., & Grissom, T. (2012). Critical care considerations in the management of the trauma patient following initial resuscitation. Scandinavian Journal of Trauma, Resuscitation and Emergency Medicine 20, 68.
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Seminar: Exam Preparation
During this session you will learn:
Examination requirements
How to approach the examination and to improve skills in data interpretation and scenario-based questioning.
Reading material: Previous papers available from KEATS.
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Module evaluation
As part of the university’s Student Voice Strategy, King’s uses an electronic module evaluation system known as EvaSys. This provides an opportunity for you to feedback on different aspects of the module through a series of pre-set questions and qualitative comments. At the end of the module you will receive an automated invitation via your KCL email account to complete your evaluation online.
Please take the time to complete as your feedback is important. It informs ongoing developments to individual modules to ensure that the learning needs and expectations of the Faculty’s student community are met to a high standard.
To strengthen the feedback cycle, a report summarizing the quantitative results for the module as a whole and the module lead’s reflections on your feedback will be sent to you after the online evaluation survey has closed.
Action from previous evaluations The clinical assessment document has been mapped against the updated National competencies for critical care (Critical Care Networks- National Nurse Leads 2015). Retrieved 5 April 2019 from http://www.cc3n.org.uk/competency-framework/4577977310
The clinical assessment document has also been mapped against the national competency framework for critical care trauma speciality competencies (CC3n 2017). Retrieved 5 April 2019 from http://cc3n.org.uk/education-training/4577977309
Timetable
The most up-to-date timetable can be found online here: https://timetables.kcl.ac.uk/ Please login using your k-number and password.