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NMHS42510

Academic Year 2026/2027

Clinical Practicum (NMHS42510)

Subject:
Nursing,Midwifery & Health Sys
College:
Health & Agricultural Sciences
School:
Nursing,Midwifery & Health Sys
Level:
4 (Masters)
Credits:
10
Module Coordinator:
Ms Kate O'Donovan
Credit Split by Trimester:
Autumn 2.5
Spring 5
Summer 2.5
Trimester:
Year-long (12 months)
Mode of Delivery:
Blended
Internship Module:
No
Module Type:
Clinical Module
How will I be graded?
Pass/Fail (GPA Neutral)

Curricular information is subject to change.

This module aims to develop the nurse's clinical role by enhancing his/her ability to assess, diagnose, plan, intervene and evaluate care in specialist environments. This module enables the student to apply his/her knowledge, skills and understanding of specialist theory to patient care, and will require the participant to demonstrate competence within their area of specialist practice. It is an obligatory requirement of this module that students must engage with the Quality and Patient Safety (QPS) module.

Repeat assessment on this module means the student will only have one opportunity to remediate the assessment after submitting the first fail grade to the Programme Exam Board (PEB). The timeframe for the repeat assessment will be a one-trimester clinical placement in the trimester following the examination board.

Participants must be employed in Cardiovascular Care Nursing and work at least 75 hours every month from September to August in the Cardiovascular speciality.

AI Use Permitted for Limited Support
Students may use AI tools for limited support in this module (e.g. idea generation,practice questions, or as a study aid). However, students remain fully responsible for the accuracy and reliability of their learning. Any use of AI must be cited
appropriately.

About this Module

Learning Outcomes:

On completion of this module students should be able to:
- Demonstrate competency in the six domains outlined in the Clinical Competency Assessment Tool (CCAT).
- Demonstrate evidence of leadership, quality, and patient safety in their clinical practice
- Demonstrate how professional competency will be demonstrated on an ongoing basis.
- Demonstrate awareness of importance of professionalism, and individual and collective responsibility for the delivery of high-quality and safe patient care.
- Demonstrate the importance of a culture of quality and safety that promotes openness and transparency, teamwork, and effective communication
- Describe key QPS considerations and tools to promote on-going enhancement of quality and safety in healthcare delivery.
- Understand errors and patient harm and demonstrate knowledge of how to apply tools to support identification of factors contributing to errors and strategies to monitor and address issues.

Indicative Module Content:

This is a clinical module. Students are also expected to engage through attendance at face to face and/or online tutorials and engagement with online material including a quality and patient safety unit.

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Collaboration

 The ability to learn from others; to understand and respect the needs, perspectives and actions of others (empathy); to understand, relate to and be sensitive to others (empathic leadership); to deal with conflicts in a group; and to facilitate collaborative and participatory problem solving. Competent

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Competent

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Not addressed

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Competent

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Competent

Anticipatory

 The ability to understand and evaluate multiple scenarios for the future – possible, probable and desirable; to create one’s own visions for the future; to apply the precautionary principle; to assess the consequences of actions; and to deal with risks and changes. Competent

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Competent

AI Literacy & Agency

 The ability to understand, critically evaluate and responsibly engage with artificial intelligence; to recognise how AI systems are shaped by human values; to assess their ethical, social and environmental implications; and to exercise human judgement, agency and accountability in AI-related contexts. Advanced Beginner

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


Goal Name Description Coverage

Ensure healthy lives and promote well-being for all at all ages 1

Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all 1
 

Student Effort Hours:
Student Effort Type Hours
Specified Learning Activities

60
Autonomous Student Learning

80
Lectures

16
Placement/Work Experience

90
Total

246

Approaches to Teaching and Learning:
This is a clinical module and approaches to learning and primarily through peer support, one-to-one support from a designated clinical assessor, and support of clinical facilitators when on supernumerary placement. Students also received face-to-face ( if possible) and /or online lectures and access to an online package on patient quality and safety.

Requirements, Exclusions and Recommendations
Learning Requirements:

Registered general nurse. 12 months post registration experience. Working a minimum of 75 hours per month in a coronary care/cardiovascular nursing setting.


Module Requisites and Incompatibles
Equivalents:
Clinical Practcum (CV) (NMHS40300), Clinical Practcum (CV) (NURS40300)


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Portfolio: The portfolio consists of the following assessments:
CCAT over three trimester
clinical learning outcomes
QPS assessment.
Submission dates found on brightspace		 Week 15 Autumn, Week 6 Spring, Week 9 Summer Pass/Fail Grade Scale No
100
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
Yes
 

Remediation Type Remediation Timing
Repeat (CFP) Within Three Semesters
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Self-assessment activities

How will my Feedback be Delivered?

This is a clinical module. Students nominate a senior clinical colleague to be his/her assessor. Students have three assessment meetings, at designated times throughout the three trimesters, with a nominated assessor in the students' clinical practice area. The student is generally asked to self-assess and is also provided with feedback at each of these assessments. Should it be found that that student requires extra support a supportive action plan with clear objectives is put in place in partnership with the programme director. Students also receive feedback from the clinical facilitators when they are on supernumerary placement. Repeat assessment on this module means that the student will have one opportunity to undertake the module after the first fail grade has been submitted to the PEB.

Name Role
Ms Kate O'Donovan Lecturer / Co-Lecturer
Ms Katie Wedgeworth Lecturer / Co-Lecturer

Timetabling information is displayed only for guidance purposes, relates to the current Academic Year only and is subject to change.
Year Long (12 months - Sep) Lecture Offering 1 Week(s) - 19 Tues 09:00 - 12:50
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