Module Details

Module Code: n/a
Full Title: Application of Professional Management of Complex Behaviours in Care Contexts
Valid From:: Semester 2 - 2020/21 ( February 2021 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 10
Module Owner:: Kevin McKenna
Departments: Nursing Midwifery & Early Years
Module Description: The aim of this module is to provide learners, from all health and social care disciplines and settings, with the opportunity to develop the applied physiological, professional, legal and ethical theoretical knowledge necessary to professionally manage complex behaviours within diverse health and social clinical care contexts. In addition, on completion of the module learners will have the knowledge and skills to provide training to others to assist them in the safe provision of patient care while safely, ethically and effectively managing a range of complex behaviours, and preserving the safety of all concerned.
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Critically review evidence and research from a broad range of sources, in order to explore complex behaviours in health and social care contexts from multiple perspectives, in order to deepen subject knowledge and inform teaching practice.
MLO2 Critically discuss a range of psychological and physiological theoretical explanations of complex behaviours in health and social care contexts, including potential physiological and psychological risk factors associated with physical interventions and integrate this knowledge in the theoretical and practical instruction of the professional management of complex behaviours in care contexts.
MLO3 Critically discuss the professional, legal and ethical considerations in effectively managing complex behaviours encountered in health and social care contexts and integrate these considerations in the theoretical and practical instruction of the professional management of complex behaviours in care contexts.
MLO4 Evaluate the resources, knowledge and skills which are required to create and maintain a safe learning environment that is conducive to theoretical learning, and the safe and effective practical instruction of a broad range of personal safety disengagement intervention skills and restrictive physical interventions involved in the safe provision of personal care and the preservation of safety of all concerned in the context of complex behaviours encountered in health and social care contexts.
MLO5 Critically appraise the knowledge and skills necessary to effectively teach others.
Pre-requisite learning
Module Recommendations
This is prior learning (or a practical skill) that is strongly recommended before enrolment in this module. You may enrol in this module if you have not acquired the recommended learning but you will have considerable difficulty in passing (i.e. achieving the learning outcomes of) the module. While the prior learning is expressed as named DkIT module(s) it also allows for learning (in another module or modules) which is equivalent to the learning specified in the named module(s).
No recommendations listed
Module Indicative Content
Physiological alterations predisposing to complex behaviours including aggression and violence. Physiology related to complex behaviours in a range of medical and mental health conditions. Musculoskeletal considerations and risk factors associated with physical intervention: Skeleton, joints and soft tissues: structure & functions, including ranges of motion of particular joints; special considerations re: musculoskeletal system that must be made to minimise risk before physically restraining an individual (use of abnormal force; movement of joint outside normal range of motion; age of individual; compromised musculoskeletal system as a result of disease).
Professional role of the practitioner: Accountability, responsibility and the relevant codes of conduct and practice; employer policy protocols and guidelines. Advocacy and empowerment; ethical and legal issues with particular emphasis on vulnerable groups such as the mentally ill, the elderly, children, those with disabilities, and marginalised groups. Practice issues relating to informed consent and confidentiality. Concept of Care: Concept of care as a practice and legal entity, care as an ethical duty and as a legal requirement, where philosophy and law meet, how they may differ, impact on principles and actual practice. Nature and purpose of law: Functions, sources, and classifications of Irish law. Human rights law: Application of human rights law within care settings including considerations relevant to the professional management of aggression and violence. Law of consent: Civil law dealing with trespass to the person and property, assault and battery, consent, self defence and use of reasonable force, false imprisonment, negligence. Application of these concepts to the professional management of aggression and violence. Ethical role of the practitioner: Deontological and utilitarian positions, principles of autonomy, beneficience, non malficience and natural justice. Moral dilemmas, moral confusion, moral distress.
The adult learner: How adults learn; memory and learning; study skills; self direction; valuing and utilising accumulated experience; internal and external motivations in learning; Knowles’ androgogical theory of learninG Effective presentation techniques: preparation; planning; content; use of teaching aids; verbal, visual, and vocal delivery techniques; managing nerves; dealing with questions. Components in design of learning: Role and function of syllabi, rationale, aims, objectives, outcomes, and evaluation; difference between aims and objectives; formulation of goals, preparation of specific, measurable, achievable, realistic, and time specified objectives; specifying observable behaviours, achievement conditions, and standards of performance; evaluation of learning outcomes. Principles of assessment: Role and function of assessment; validity of assessment; reliability of assessment; managing assessment anxiety; formative and summative assessments; identifying and evaluating learning weaknesses; providing constructive feedback. Competence in performance: Role and function of competence assessment; professional issues associated with objective competency assessment; models of competency in professional practice; professional and ethical issues associated with competency based approaches Personal development and excellence in teaching: Self awareness; the role of confidence in teaching; reflective practice in teaching; development and maintenance of a teaching portfolio; self efficacy and teaching. Professional role of instructor; creating a ‘safe’ learning space; dignity and respect; record keeping including attendance, evaluation, and managing untoward occurrences
Domains of Learning: psychomotor cognitive affective; Teaching practical physical intervention skills: Creating a safe learning environment for teaching practical/physical skills: teaching strategies including demonstration, explanation, supervised practice, feedback and remediation. Safety in the learning environment; classroom dynamics, safety and control in classroom, and use of ground rules; supervising practice. Infection Control in the classroom: Transmission and prevention of infection; viral diseases, bacterial diseases, fungal and parasitic diseases; methods for cleaning and disinfecting; safe handling of needles and sharps, blood and body fluids.
Module Assessment
Assessment Breakdown%
Module Special Regulation


Part Time On Campus

No Course Work
Assessment Type Project % of Total Mark 60
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 1,2,3
Duration in minutes 0
Assessment Description
2000 word assignment providing an opportunity for students to critically appraise the application of course material to practice and the integration into theoretical and practical instruction of others.
Assessment Type Practical/Skills Evaluation % of Total Mark 40
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 4,5
Duration in minutes 0
Assessment Description
The student will prepare a didactic class [within module] drawing upon course material and demonstrating ability to effectively teach others. Assessment will comprise of three components including 1) an in-class assessment of teaching and 2) completion of 30 hours of teaching practice in a service setting 3) Preparation of teaching portfolio Learners must pass the in-class assessment of teaching prior to undertaking teaching practice in a service setting.
No Final Examination
Reassessment Requirement
A repeat examination
Reassessment of this module will consist of a repeat examination. It is possible that there will also be a requirement to be reassessed in a coursework element.
Reassessment Description
Students will be provided with the opportunity to repeat individual components of coursework.

DKIT reserves the right to alter the nature and timings of assessment


Module Workload

This module has no Full Time On Campus workload.
Workload: Part Time On Campus
Workload Type Contact Type Workload Description Frequency Average Weekly Learner Workload Hours
Lecture Contact No Description Every Second Week 3.00 6
Online Contact Contact Blended Learning Every Second Week 3.00 6
Practical Contact No Description Once per semester 2.00 30
Directed Reading Non Contact No Description Once per semester 3.87 58
Independent Study Non Contact No Description Once per semester 6.67 100
Total Weekly Learner Workload 18.53
Total Weekly Contact Hours 8.00
Module Resources
Recommended Book Resources
  • Mason T & Chandley M. (1999), Managing aggression and violence: a manual for nurses and healthcare workers., Churchill Livingstone, London.
  • Gelder, M., Cowen, P. and Harrison, P.. (2006), Shorter Oxford Textbook of Psychiatry, 5th. Oxford University Press, Oxford.
  • Richter D & Whittington R. (2006), Violence in Mental Health Settings: Causes, Consequences, Management., Springer, New York.
  • Stuart, G.W.. (2008), Principles and Practice of Psychiatric Nursing, 9th. Mosby, St. Louis.
  • Byrne R, McCutcheon P, Bruton C & Coffey G. (2014), Byrne and McCutcheon on the Irish Legal System, 6th. Bloomsbury Publishing PLC, London.
  • Quill E. (2014), Torts in Ireland, 4th revised. Gill, Dublin.
Supplementary Book Resources
  • Bastable S.B.. (2019), Nurse as Educator: Principles of Teaching and Learning for Nursing Practice, 5th. Jones & Bartlett Learning, Burlington, [ISBN: 1284127206].
  • O'Connor A.B.. (2014), Clinical Instruction & Evaluation: A Teaching Resource, 3rd. Jones & Bartlett Learning, Burlington, [ISBN: 0763772240].
  • Saladin K.S.. (2017), Anatomy and Physiology: The unity of form and function, 7th. McGraw-Hill Higher Education, New York, [ISBN: 9781259277726].
  • Lalor K. and Share P.. (2013), Applied Social Care: An Introduction for Students in Ireland, 3rd. Gill and McMillen, Ireland, [ISBN: 9780717156238].
Recommended Article/Paper Resources
  • NICE. (2015), Violence and Aggression Short-term management in mental health, health and community settings., British Psychological Society and The Royal College of Psychiatry London.
  • Mental Health Commission of Ireland. (2009), Rules Governing the Use of Seclusion and Mechanical Means of Bodily Restraint, Mental Health Commission of Ireland. Dublin.
  • Health Information and Quality Authority (HIQA). (2013), National Standards for Residential Services for Children and Adults with Disabilities, Health Information and Quality Authority. Dublin.
Supplementary Article/Paper Resources
  • Parkes J., Thake D. and Price M.. (2011), Effect of seated restraint and body size on lung function, Med. Sci. Law, 51, p.177.
  • Stratton S.J., Rogers C., Brickett K. and Gruzinski G.. (2001), Factors associated with sudden death of individuals requiring restraint for excited delerium, Am. J. Emerg. Med., 19, p.187.
Other Resources