AC6646 - Advancing District Nursing Practice

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This module aims to develop student’s capacity to integrate theory, research and practice. This will be achieved through the delivery of variety of learning and teaching methods such as lectures, action learning sets, peer review, workshops, group and individual tutorial. This will enable students to determine the relevance and quality of a variety of sources of evidence and theoretical concepts. Students will have the opportunity to apply and relate this to their role as a specialist practitioner in district nursing based on their clinical practice experience on the programme. Drawing on their practice experience students will prepare a 6000 word essay.


Ellis, P. (2011) Evidence-based Practice in Nursing Sage Publications

Gambill, E. (2009) Critical Thinking for Helping Professionals (Electronic Resource) a skill based work book, 3rd Ed. Oxford University Press

Johns, C. (2010) Guided reflection: A narrative approach to advancing professional practice 2nd Ed. Chichester West Sussex. Blackwell Publishing

Laverack, G. (2009) Public Health: power, empowerment and professional practice, 2nd Ed. Pub Basingstoke Palgrave Macmillan

Nairn, S. Chambers, C. Thompson, S. McGarry, J. and Chambers, K. (2010) Reflexivity and habitus: opportunities and constraints on transformative learning. Nursing Philosophy 13 (3) Pg. 189-201

Standing, M. (2011) Clinical Judgement and Decision Making in Nursing and Interprofessional Healthcare, Berkshire, Open University Press.

An example from the shared decision making implementation pilot site
Centre for Reviews and Dissemination


Reflexivity and praxis
Judging the evidence base to include the selection, analysis, critical application of evidence into practice
Articulation and contextualisation of decision making processes in partnership with service users
Preparedness for the role and the advancement of district nursing practice
Risk assessment
Evidence based practice
Research design
Ethical dimensions


Module aims include:
1. Enabling students to make effective use of research evidence, theoretical concepts, practice knowledge, policies and guidelines in a process where evidence is critically analysed and evaluated in relation to clinical practice experience
2. Encourage students to critically reflect upon, analyse and evaluate factors that influence decision making relation to their role
3. Articulation and in depth understanding of the role of the district nurse (specialist qualification) role as a culmination of programme learning and development


On completion students will be able to:
1. Identify an appropriate focus drawn from clinical practice for critically appraisal and evaluation (a1, )
2. Draw on a variety of evidence sources for demonstrating understanding and critique of research methods, approaches and quality underpinning service delivery (a1, 2, 5, b 1, 4, 5, 7, c6, 7 )
3. Utilising a decision making framework articulate decision making processes involved in the delivery of evidence based practice (a3, 4, 5 b1, 2, 4, 6, d2, 6)
4. Critically reflect on personal learning and evaluate the impact of this on theory and practice as well as the team and organisation (a3, 5, b1, 2, 3, c1, 4, 5, c6, d1,7)
5. Demonstrate an understanding of qualitative and quantitative research methods (a 5, c7)




This module is integral to the BSc (HONS) Specialist Practice Qualification District Nursing programme




This module will be delivered using a variety of approaches to teaching and learning that will support the student’s individual development. Learning is facilitated within a process of lectures, group discussion, workshops, action learning sets with peers, e-LP, individual and group tutorials.


Summative assessment and rationale for tasks

This 6000 word essay enables the student to critically analyse evidence based care delivery within Specialist Practice Qualification district nursing. Students will select a district nursing focus and critically appraise a variety of contemporary sources of evidence to establish the evidence base for practice. Students will also be expected to articulate the clinical decision making process involved in service delivery, making recommendations. Formative feedback will be given through peer discussion, group and individual tutorials. The essay equates to 100% of the final mark for the module.

b. Additional formative assessment – detail of process and rationale

Students will produce a 600 word formative essay plan This will be discussed during group and individual tutorials and verbal feedback will be provided. The student will then use this to inform writing of their essay.

Indication of how students will get feedback and how this will support their learning

Students will be provided formative feedback within peer group review, group and individual tutorials. This will be an ongoing process as the essay develops. The final essay will be allocated a mark and written comments provided.



Course info

Credits 30

Level of Study Undergraduate

Mode of Study 1 year full-time

Location Coach Lane Campus

City Newcastle

Start October 2020

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