AC6780 - Enhanced Phases of Perioperative Practice

This module applies Universal Design for Learning (UDL) principles to remove barriers to learning and create an inclusive, flexible experience that accommodates diverse learning styles. By offering multiple ways to engage with content, varied formats for accessing and understanding material, and ample opportunities for diverse action and expression, you can develop and showcase key employability skills. Through a blend of online resources, and live seminars, the module ensures an active, authentic learning journey that supports your success in real-world contexts (La, Dyjur, & Bair, 2018). This means learning will be via a blended delivery using a combination asynchronous (20 hours of web-based resources), synchronous (10 hours of face-to-face online seminars) learning followed by 6 hours of in-class activity to consolidate your learning. A ‘flipped classroom’ approach (Bergman & Sams, 2012), promotes the front loading of theoretical content as preparatory independent study provided via online supported learning (OSL) and reading, prior to the face-to-face online seminars where your understanding of concepts and application of theory will be explored. This approach to module delivery promotes active learning as it works to accommodate your learning needs and abilities by offering flexibility and direction gained from the preparatory web-based materials which are then explored and applied during the live online seminars creating new knowledge. Offering multiple ways of learning helps you to engage along with giving you the opportunity to express your learning through action and/or expression. This encourages a positive learning environment where you are likely to feel more engaged and motivated in your learning. Authentic assessment means that any assessments throughout the module will mirror real life activities that you will be faced with in your professional practice. Authentic assessment will be an on-going key feature of the module, via tasks within the web-based materials and online simulated practice learning. These will not only support your learning of the theory related to professional practice but will also support assessment literacy through developing your skills and knowledge of the assessment process. All assessments within the programme will be operated in accordance with standard operating procedures and marked and moderated in accordance with the Assessment Regulations for Taught Awards (ARTA) ensuring the academic standards required for student awards are met.

Bergman, J., & Sams, A. (2012) Flip your classroom. Reach every student in every class every day. Washington D.C., International Science of Technology in Education.
La, H., Dyjur, P., & Bair, H. (2018). Universal design for learning in higher education. Taylor Institute for Teaching and Learning. Calgary University of Calgary

You will be supported by the module lead who will guide your academic learning and assessment throughout the module. The module lead was involved in developing the e-learning materials, assessment exercises, and will provide some of your live online seminars, and feedback, supported by other staff. This module is supported by Blackboard Ultra and adheres to the university’s minimum standards. The site includes module information, assessment information, power-point presentations and e-learning packages, reading lists and relevant web links. Blackboard Collaborate will be used for the delivery of the live online seminars.

A discussion board is available to the cohort, through which students can post comments and ask questions of their peers throughout the duration of the module. You will have a live online group tutorial will help you prepare for the summative assessment. Your Programme Lead and Personal Tutor are also available to offer guidance on academic support throughout the programme.

The University Libraries offer an extensive collection of material, both hard copy and electronic, access to international databases and training in information retrieval. A variety of study-skills-related help sheets, and online videos can be found on the library Skills Plus site. You can also access a range of student support and wellbeing services via Student Central or by accessing the student support and wellbeing pages and Ask4Help via your electronic student portal.

You will also have an allocated personal/guidance teacher who will provide advice and support in relation to academic, procedural, and (where desired and appropriate) personal matters during the programme of study you have enrolled on. You will have access to 24/7 generic IT support and specific support from the programme team with any specific IT issues related to the e-learning package.

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

On completion of this module:

Knowledge & Understanding:
1. You will have identified component aspects of the perioperative patient journey and their relevance to patient outcomes
2. You will have explained the purpose of key concepts and theories within phases of perioperative care, offering critique where appropriate

Intellectual / Professional skills & abilities:
3. You will have evaluated current processes and approaches within perioperative care and link their usage to appropriate literature and guidelines
4. You will have, devised and sustained a reflective debate on your chosen phase of the perioperative journey using valid evidence sources

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
5. You will have justified your analysis and methods, linked to self-directed evidence collection and presentation content and design

Formative Assessment: Mid-module presentation of proposed summative assessment issue. The presentation can undergo staff/student review and constructive feedback can be gained.
Formative tests and quizzes will also be embedded within e-learning materials.

Summative Assessment: Provide a critical exploration of a clinically appropriate issue, related to ONE of the three perioperative phases (anaesthetics, surgery or post-anaesthetic care) providing recommendation for practice

• Electronic submission of e-poster (general guide of 1000-word)
(MLO 1, 2, 3) (60% weighting)

• 20 minute online live viva in defence of e poster. (40% weighting)
(MLO 3, 4 and 5)

To undertake this module, applicants must hold a valid current professional registration (i.e. NMC/GMC/HCPC)

N/A

Discover how anaesthetics, surgery, and post-anaesthetic care work together to shape patient outcomes in the Enhanced Phases in Perioperative Practice module. You’ll explore professional regulations, clinical guidelines, and current research through engaging online and in-person activities, guided by specialist educators. A key highlight is the creation of an academic poster, extending your learning beyond the classroom to potential conference presentations, fulfilling HCPC and NMC revalidation requirements. This interactive module emphasizes critical evaluation of perioperative processes, helping you gain a deep understanding of how effective teamwork, evidence-based decision-making, and refined clinical skills contribute to patient safety. You will develop valuable insights through active debate, reflective practice, and targeted feedback—enabling you to drive improvements in your clinical setting. Join us to strengthen your knowledge, expand your professional network, and progress your career by delivering safe, efficient perioperative care in a rapidly evolving healthcare environment.