Module Details

Module Code: n/a
Full Title: Integrated Organisational and Practice Strategies to Manage PMCB
Valid From:: Semester 2 - 2020/21 ( February 2021 )
Language of Instruction:English
Duration: 1 Semester
Credits:: 10
Module Owner:: Kevin McKenna
Departments: Unknown
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 knowledge and skills necessary to understand complex behaviours within diverse health and social care contexts in order to effectively assess, design, plan, deliver, and evaluate training responses that are needs assessed, safe, effective, appropriate, and relevant to the clinical setting within which it is delivered. The module will prepare learners to safely and effectively deliver training to others, both of theoretical content, and in the safe, ethical and effective use of a broad range of higher risk disengagement and containment interventions.
 
Module Learning Outcome
On successful completion of this module the learner will be able to:
# Module Learning Outcome Description
MLO1 Work collaboratively with personnel at all levels of organisations in assessing and identifying training needs, and synthesising information gathered to design training that is needs assessed, fit for purpose, service specific, and relevant, and appropriate for the service in which it will be delivered.
MLO2 Access, evaluate and integrate research and evidence from a broad range of sources in designing programmes of instruction in the professional management of complex behaviours which adequately and equitably meet the needs of all concerned.
MLO3 Critically discuss the professional and organisational importance of reporting, recording and debriefing occurrences involving the use of personal safety disengagement interventions and restrictive physical interventions.
MLO4 Work as an organisational agent in integrating training in the professional management of complex behaviours into an organisational governance matrix of professional practice, risk management, health and safety, and corporate policy.
MLO5 Function as a resource to support multi-disciplinary personnel in understanding the management of complex behaviours within a professional continuum of care, which places the person as central to all interventions, and emphasises proactive prevention, timely assessment, de-escalation, and preservation of the therapeutic relationship as the primary goals while preserving the safety of all concerned.
MLO6 Identify and critically discuss cardiorespiratory considerations and additional exacerbating physiological risk factors associated with physical intervention.
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
Biological and psychological understanding of aggression and violence
Trauma: Psychological impacts of trauma; associations between psychological trauma and aggression/violence; trauma informed care. Neurobiology: predisposition and precipitants of aggression and/or violence; neurological impact of psychological trauma; emotional dysregulation; systemic disease; acquired brain injuries. Pharmacological interventions associated with aggressive and violent Behaviour: Role of prescription and non-prescription drugs in aggression and violence:Prescription drugs: neuroleptics, benzodiazepines, anti-depressants, anticonvulsants; non-prescription drugs: cocaine, lysergic acid diethylamide (LSD), amphetamines. alcohol.
Cardiorespiratory considerations
Cardiorespiratory considerations and additional exacerbating physiological risk factors associated with physical intervention: structure and function of the heart, blood and blood vessels; special considerations re: cardiovascular system that must be made to minimise risk before physically restraining an individual (compromised cardiovascular response as a result of an acute stress response, agitated/ excited delirium, external/ internal bleeding and disease) Respiratory system: the respiratory process; reference values for various respiratory process indicators; special considerations re: respiratory system that must be made to minimise risk before physically restraining an individual (compromised respiratory process as a result of position - effects of which will be measured in a laboratory setting, obesity and disease) Exacerbating physiological risk factors in restraint related death: metabolic acidosis; rhabdomyelosis Management of medical emergencies and manual handling considerations.
Organisational management related to role of the professional management of complex behaviours instructor
Service planning and delivery; budgetary compliance and accountability; integration of staff training and development as a component of service planning. Health and Safety legislation and related issues in contemporary healthcare. Risk management: Introduction to fundamentals of risk management and risk assessment. Concepts of foreseeable risk, duty of care, occurrence reporting, root cause analysis, and corrective actions. Project Management and action research: Introduction to project management, principles of project management, project planning, project life cycle, threats to success of projects. Writing and presenting organisational proposals: identification and involvement of key stakeholders, achieving consensus, proposal aims and objectives framed as specific measurable, achievable, realistic, and time specific, effective writing and use of graphics. Effective presentation skills individually and collaboratively, effective use of audiovisual and multimedia equipment. Organisational management: Fundamentals of organisation design, organisation practices and organisational structures. Corporate and service organizational structures. Health and social service organizational structures at national, regional, and local level. Management of change: Introduction to change management, fundamentals of change management and implementing strategic and organisational change. Stages of the change process, planned vs. unplanned change, managing change and sustaining new practices.
Professional, legal and ethical considerations
Health safety and risk management: Obligations under Health and Safety legislation. The legal framework relevant to the use of restraint and seclusion: Mental Health Act 2001, Rules Governing the Use of Seclusion & Mechanical Means of Bodily Restraint and Addendum to the Rules, Children Act 2001, Child Care Act 1991, HIQA Guidance and relevant policies. Understanding the types of restraints or deprivation of liberty. Distinctions between restraint, battery and negligence. Documentation and report writing: Records and reports as a reflection of the quality of the care provided, professional and legal accountability to record care, untoward occurrences, interventions and outcomes. Importance of timely record keeping and reporting relative to risk assessment and risk management. Best practice in documentation and report writing. Occurrence review and operational debriefing.
Module Assessment
Assessment Breakdown%
Course Work15.00%
Project85.00%
Module Special Regulation
 

Assessments

Full-time

Course Work
Assessment Type Class Test % of Total Mark 15
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 6
Duration in minutes 0
Assessment Description
Students will be required to undertake a class test comprising of MCQ and short answer questions to demonstrate knowledge of physiological components of course material
Project
Assessment Type Project % of Total Mark 85
Marks Out Of 100 Pass Mark 40
Timing n/a Learning Outcome 1,2,3,4,5
Duration in minutes 0
Assessment Description
Student will be required to prepare an organisational proposal to assess, design, plan, deliver, and evaluate a programme of training in the professional management of complex behaviours encountered with a specific health and/or social care context.
No Practical
No Final Examination
Reassessment Requirement
No repeat examination
Reassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

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

 

Module Workload

This module has no Full-time workload.
Workload: Part-time
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 Practical instruction within a service setting Once per semester 4.00 60
Directed Reading Non Contact No Description Once per semester 2.67 40
Independent Study Non Contact No Description Once per semester 3.33 50
Total Weekly Learner Workload 16.00
Total Weekly Contact Hours 10.00
 
Module Resources
Recommended Book Resources
  • Kidd B, Stark C. (eds). Management of Violence in Health Care, 1995. Royal College of Psychiatrists, London.
  • Mason T & Chandley M. (1999), Managing aggression and violence: a manual for nurses and healthcare workers, Churchill Livingstone, London.
  • Turnball, J. and Patterson, B.. (1999), Aggression and Violence: Approaches to Effective Management, McMillan Press, 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.
  • Quill E. (2014), Torts in Ireland, 4th revised. Gill, Dublin.
  • O'Connor A.B.. (2014), Clincial Instruction & Evaluation: A Teaching Resource, 3rd. Jones & Bartlett Learning, Burlington, [ISBN: 0763772240].
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].
  • 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
  • Blofeld J. (2003), Independent inquiry set up under HSG(94)27 into the death of David “Rocky” Bennett., Norfolk, Suffolk, and Cambridgeshire Strategic Health Authority, Cambridge.
  • McKenna K. (2008), Linking Service and Safety: Together creating safer places of service., Health Service Executive. Dublin.
  • Mental Health Commission of Ireland. (2009), Rules Governing the Use of Seclusion and Mechanical Means of Bodily Restraint., Mental Health Commission of Ireland Dublin.
  • 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.
Supplementary Article/Paper Resources
  • Duxbury J., Aiken F. and Dale C.. (2011), Deaths in custody: the role of restraint, Journal of Learning Disabilities and Offending Behaviour, 2, p.184.
  • Savaser D.J., Campbell C., Castillo E.M., Vilke G.M., Sloane G.M. and Neuman T.. (2013), The effect of hte prone maximal restraint position with and without weight force on cardiac output and other hemodynamic measures, Journal of Forensic and Legal Medicine, 20, p.991.
Other Resources