Advanced Management of Critical and Acute Illness

NURS70141 Advanced Management of Critical and Acute Illness 15 Semester 1 Postgraduate Taught Level 7 Samantha Freeman Unit coordinator Nursing & Midwifery 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 This unit develops advanced knowledge and critical thinking for the management of critically and acutely ill adults across the care continuum. Students will explore complex physiological, psychological, and pharmacological principles, alongside quality improvement, digital health, and inter-professional collaboration. By engaging with case-based digital simulations and evidence-based resources, learners will refine skills in systematic assessment, creative problem-solving, and professional judgement under conditions of uncertainty. Communication strategies for both specialist and non-specialist audiences are embedded, alongside reflective practice to support ongoing professional development. By exploring the evidence base for the management of critical and acute illness, this unit of study will equip students with the underpinning knowledge necessary to assist in the safe and effective care of such patients and their families.   This unit develops advanced knowledge and critical thinking for the management of critically and acutely ill adults across the care continuum. Students will explore complex physiological, psychological, and pharmacological principles, alongside quality improvement, digital health, and inter-professional collaboration. By engaging with case-based digital simulations and evidence-based resources, learners will refine skills in systematic assessment, creative problem-solving, and professional judgement under conditions of uncertainty. Communication strategies for both specialist and non-specialist audiences are embedded, alongside reflective practice to support ongoing professional development.By exploring the evidence base for the management of critical and acute illness, this unit of study will equip students with the underpinning knowledge necessary to assist in the safe and effective care of such patients and their families.   The unit aims to develop critically reflective practitioners who integrate complex knowledge, evidence, and professional judgement to deliver safe, effective, and person-centred care for critically and acutely ill adults across diverse settings. Graduates will demonstrate leadership, scholarly engagement, and adaptability, applying systematic and creative approaches to decision-making, quality improvement, and inter-professional collaboration, while upholding the highest standards of professional integrity and regulatory compliance. 1.    Critically analyse the critical care continuum, from pre-admission through post-discharge from the ACCU, demonstrating integration of theory and practice. (NMC 6.1, 6.2)2.    Synthesise advanced knowledge of physiology, pathophysiology and pharmacology to inform comprehensive assessment, monitoring and support of critically or acutely ill adults. NMC 3.1, 3.2, Annexe B)3.    Evaluate psychological care strategies for critically or acutely ill adults and their families, applying evidence-based approaches. NMC 1.1, 1.2, Annexe A)4.    Critically appraise monitoring systems and quality improvement processes that underpin safe and effective nursing care. (NMC 6.1, 6.3)5.    Demonstrate digital literacy and critically evaluate health informatics in supporting clinical decision-making and patient safety NMC 6.4)   1.    Apply skills in critical evaluation, synthesis and integration of research evidence from diverse sources and disciplines to inform practice. NMC 5.1, 6.1)2.    Employ logical and systematic reasoning to draw evidence-based conclusions and sustainable judgements, engaging in scholarly debate on current research and advanced practice. (NMC 5.2, 6.2)3.    Critically reflect on professional development, identifying strengths, limitations and opportunities to enhance performance as practitioner, supervisor and educator across varied settings. (NMC 1.1, 1.5) 4.    Act with professional integrity, evidencing fitness to practise and alignment with NMC (2018) standards for pre-registration nursing. (NMC 1.1, 1.2)   1.    Communicate effectively and manage therapeutic relationships with individuals across the lifespan experiencing complex mental, physical, cognitive and behavioural health challenges. NMC Annexe A)2.    Undertake systematic, holistic assessment and accurate documentation of health and social needs for individuals, groups and communities, drawing on contemporary evidence. NMC 3.1, 3.3)3.    Create and maintain safe care environments through effective application of quality assurance and risk management strategies. NMC 6.1, 6.3)4.    Demonstrate capacity to address complex issues creatively and systematically, make sound judgements in contexts of incomplete data, and communicate findings clearly to specialist and non-specialist audiences. NMC 7.1, Annexe A)5.    Adapt and respond to dynamic care situations, demonstrating autonomy while upholding principles of inter-professional learning and collaboration. NMC 5.1, 7.1)   1.    Exhibit advanced verbal, non-verbal and written communication skills across diverse settings and populations. (NMC Annexe A)2.    Develop and apply decision-making, prioritisation, team-working and self-awareness skills to optimise patient outcomes and professional practice. (NMC 5.1, 1.5)   This unit will adopt a flipped classroom approach, enabling students to engage with core content through pre-class digital resources such as recorded lectures, evidence-based readings, and interactive e-learning activities. Classroom sessions focus on active learning, including case-based discussions, collaborative problem-solving, and simulation debriefs, to promote higher-order thinking and application of knowledge. Digital simulation tools provide authentic, high-acuity scenarios that mirror real-world complexity, allowing students to practise systematic assessment, decision-making under uncertainty, and effective communication in a safe environment. This strategy supports Level 7 expectations by fostering autonomy, critical analysis, and integration of theory and practice, while encouraging reflective dialogue and inter-professional collaboration. 0 Other 100% Formative Assessment  PART One: Peer-Led Activity Feedback - 10 minute (max) Practise structured communication and decision-making under uncertainty. How it works: Students work in small groups with a short, lower-acuity patient scenario (still with incomplete/conflicting data). Each student takes turns as the “lead nurse” delivering an SBAR handover to peers acting as the clinical team. Peers provide feedback using a checklist aligned with NMC standards (clarity, prioritisation, evidence use). Debrief as a group: What worked well? What could be improved?PART Two: Develop analytical and reflective skills for the written component. (500 words approx) How it works: student views a different patient scenario (not the summative one). Students individually identify priorities, risks, and evidence gaps, then share their reasoning. Students draft a short-written analysis (e.g., 500 words) and receive individual or group feedback on structure, depth, and use of standards.Summative Assessment Case-Based Analysis (digital simulation) (3000 words (+/- 10%)) (100% weighting) Students receive a high-acuity patient scenario with incomplete data (e.g., deteriorating patient, conflicting information, time-sensitive decisions).  They must:  •    Analyse the situation systematically (identify priorities, risks, evidence gaps). •    Apply creative problem-solving (justify interventions despite uncertainty). •    Make sound judgments (supported by evidence and professional standards). •    Communicate conclusions clearly to:  •    Specialist audience (clinical team report or SBAR handover). •    Non-specialist audience (patient/family explanation or summary). Part 1: Written analysis (1,500–2,000 words)  Part 2: Communication (e.g., SBAR handover + patient-friendly summary).  Part 3: Reflective commentary (500 words) on the decision-making process and professional development For Assessment:PART one: Peer Checklist: Provide a structured template so feedback is consistent and constructive. Short Written Peer Feedback: After the SBAR role-play, each peer writes 2–3 sentences on one strength, one area for improvement and one actionable suggestion.PART Two: staff provide written feedback MSc Nursing (Adult) MSc Nursing (Adult Field) PGDT Taught Component Mandatory N Freeman. S, Burns, C. and Bleakley, G. (2025) Essentials of Nursing Critically Ill Adults. Sage (Second Edition) LONDONBurns, D (2018) Foundations of Adult Nursing (Second Edition). Sage. LONDONTait D. (2016) Acute and Critical Care in Adult Nursing. Second Edition. (Barton D, Williams C, James J, eds.). Learning Matters/SAGE. LONDONWhite S. J and Tait. D. (2019). Critical Care Nursing the Humanised Approach. First Edition. SAGE. LONDON Sage; LONDON    Practical classes & workshops 7 Tutorials 22 0 121