Glossary of Terms

Year 1 (60 Credits)

RequiredNU6618: Specialist Module 2 - Prevention of anaesthetic complications

NU6618: Specialist Module 2 - Prevention of anaesthetic complications

Semester 1 | Credits: 10

This module provides a focused exploration of the prevention, early recognition, and safe management of anaesthetic‑related complications. It addresses the holistic care of patients undergoing general, regional, and local anaesthesia, including peripheral nerve blocks, and covers the comprehensive management of patients during recovery from anaesthesia.
(Language of instruction: English)

Learning Outcomes

1. Critically analyse the comprehensive assessment, planned interventions, and evaluation processes involved in the care of patients undergoing general anaesthesia.
2. Critically evaluate the assessment, delivery of care, and ongoing evaluation required for patients receiving regional or local anaesthesia, including those undergoing peripheral nerve blocks.
3. Critically review the clinical assessment, timely interventions, and evaluative strategies essential for the safe management of patients requiring emergency anaesthesia.
4. Critically appraise the assessment, intervention, and evaluation of patients during the postoperative recovery phase following anaesthesia.
5. Identify early indicators and contributing factors that may precede catastrophic anaesthetic complications

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINÉAD HAHESSY 🖂
  
•  DEIRDRE ROCHE 🖂
  
•  ELAINE O'HARA 🖂
  

Reading List

1. "“ASPASN’s 2024-2025 Perianesthesia Nursing Standards, Practice Recommendations and Interpretive Statements. Cherry Hill, New Jersey: American Society of PeriAnaesthesia Nursing." by American Society of PeriAnaesthesia Nurses
2. "Drains Peri Anesthesia Nursing: A critical Care approach" by Jan Odom-Forren
   ISBN: 978032379128.
   Publisher: Elsevier
3. "PeriAnesthesia Nursing Core Curriculum: Preprocedure, Phase 1 and Phase 11 PACU Nursing. ." by Schick, L. and Windle, P.
   Publisher: Saunders
4. "Nurse Anaesthesia" by Sass Elisha & Jeremy S. Heiner & John J. Nagelhout
   ISBN: 978032371194.
   Publisher: Saunders
5. "Case Studies in Nurse Anaesthesia" by Sass Elisha
   ISBN: 978032368143.
   Publisher: Elsevier

RequiredNU623: Clinical Governance: Supporting Safe Practice

NU623: Clinical Governance: Supporting Safe Practice

Semester 2 | Credits: 10

This module will examine clinical governance and its role in supporting safe practice.  It is estimated that patient harm is the 14th leading cause of the global disease burden (Organization for Economic Cooperation and Development (OECD), 2017). An estimated 17% of all hospitalizations are affected by one or more adverse events, with 30-70% potentially preventable (Rafter et al., 2015;2016). In the UK an estimated 5.2% of adverse events resulted in Patient Death (Hogan et al., 2012). Recently in Ireland, the health service has placed an important emphasis on quality and patient safety by developing an infrastructure for integrated quality, safety and risk management with the aim of achieving excellence in clinical governance (HSE, 2024). The Quality and Patient Safety Directorate has built on this clinical governance infrastructure. Formalized governance arrangements ensure that everyone working in the health and personal social service are aware of their responsibilities, authority and accountability and work towards achieving improved patient outcomes. Effective governance recognizes the inter-dependence between corporate and clinical governance across services and integrates them to deliver high quality, safe and reliable healthcare (HSE, 2024). Everyone is responsible for creating a safer healthcare system (HSE, 2024). To ensure this happens it is important that programs prepare nurses and midwives to promote and enhance patient safety. The module is guided by the World Health Organization (WHO) Patient Safety Guidance (WHO, 2023), Patient Safety Act 2023 Patient Safety (Notifiable Incidents and Open Disclosure) Act 2023, National Patient Safety Strategy 2019-2024 (HSE, 2019), Patient Safety (Notifiable Incidents and Open Disclosure) Act 2023, and the HSE Code of Governance (HSE, 2024).   Teaching and Learning Activities/ Strategies This is a blended learning module. Students completing this module will have the opportunity to attend lectures and seminars and seek answers to their questions on a blog facilitated by a named lecturer(s). The lecturer will not only answer questions on the blog but also provide opinions and share learning resources.
(Language of instruction: English)

Learning Outcomes

1. Examine the concept of ‘clinical governance’ in the Irish healthcare system
2. Identify and evaluate the factors that determine the quality and safety of healthcare from the perspective of (i) the nurse or midwife (ii) the client (iii) the multidisciplinary team and (iv) the wider healthcare system
3. Explore their role in promoting and enhancing safety as a member of the multidisciplinary team
4. Critically evaluate risk assessment processes and issues relevant to their practice setting.
5. Evaluate their contribution to quality improvement in their practice setting

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  EIMEAR BURKE 🖂
  
•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  CATHERINE MEAGHER 🖂
  
•  MARI MORAN 🖂
  
•  CLAIRE O'TUATHAIL 🖂
  
•  CLAIRE QUINN 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂
  

Reading List

1. "Differentiating clinical governance, clinical management and clinical practice. Clinical Governance" by Brennan NM, Flynn MA.
   ISBN: 2013;18(2):11.
2. "Framework for Public Involvement in Clinical Effectiveness Processes" by Department of Health and Children
3. "National Clinical Effectiveness Committee National Clinical Audits" by Department of Health
4. "Patient Safety (Notifiable Incidents and Open Disclosure) Act 2023" by Department of Health
5. "Department of Health (2025) NCEC Standards for Clinical Practice Guidance Version 2" by Department of Health
   Publisher: Department of Health
6. "Clinical Effectiveness" by Department of Health
7. "Patient Safety Surveillance & Performance" by Department of Health
8. "National Clinical Guidelines." by Department of Health
9. "Supporting and activating clinical governance development in Ireland: sharing our learning. Journal of health organization and management" by Flynn, M. A., Burgess, T., & Crowley, P.
   Publisher: Journal of health organization and management,
   Chapters: 29(4)
10. "The effectiveness of continuous quality improvement for developing professional practice and improving health care outcomes: a systematic review" by Hill, J. E., Stephani, A. M., Sapple, P., & Clegg, A. J.
    Publisher: Implementation science : IS
    Chapters: 15(1),
11. "A Guide to the National Standards for Safer Better Health Care.  (Version 2)." by HIQA
    Publisher: HIQA: Dublin
12. "Patient Safety (Notifiable Incidents and Open Disclosure) Act 2023" by HSE
13. "Quality Improvement Toolkit." by HSE
14. "Quality and patient safety - Clinical governance development, an assurance check for health service providers" by HSE
15. "HSE Code of Governance" by HSE
16. "Patient Safety Strategy 2019-2024" by HSE
17. "Our Clinical Governance" by HSE
18. "Patient Engagement in the Governance and Development of National Clinical Effectiveness Processes’, A Systematic Literature Review and Desktop Analysis" by Lambart, V.
19. "Clinical decision-making processes among graduate nurses, specialist nurses and nurse practitioners A collaborative international study." by Levy-Malmberg, R., Boman, E., Lehwaldt, D., Fagerström, L., & Lockwood, E. B.
    Publisher: International nursing review.
    Chapters: 71(2)
20. "What is clinical governance?" by Macfarlane A. J. R.
    Publisher: BJA education
    Chapters: 19(6)
21. "Rethinking clinical governance: healthcare professionals' views: a Delphi study." by Veenstra, G. L., Ahaus, K., Welker, G. A., Heineman, E., van der Laan, M. J., & Muntinghe, F. L.
    Publisher: BMJ open
    Chapters: 7(1)
22. "Patient Safety." by World Health Organisation
    Publisher: WHO

RequiredNU921: Clinical Competence 1

NU921: Clinical Competence 1

Semester 1 | Credits: 0

(Language of instruction: English)

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  ANDREW HUNTER 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  MARCELLA HORRIGAN-KELLY 🖂
  
•  CLAIRE QUINN 🖂
  
•  ELAINE O'HARA 🖂
  
•  Derek O'Keeffe 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  

RequiredNU616: Specialist Module 1 - Physiological effects of surgery

NU616: Specialist Module 1 - Physiological effects of surgery

Semester 1 | Credits: 10

This module is designed to advance learners’ theoretical understanding and clinical proficiency in managing patients within the complex and dynamic perioperative environment. Emphasis is placed on developing an in‑depth appreciation of the physiological responses to surgery and anaesthesia. Learners will critically explore the impact of surgical intervention on respiratory, circulatory, cardiac, renal, and endocrine function, with particular attention to the metabolic, inflammatory, and fluid–electrolyte alterations that occur in response to surgical stress or trauma. Learners will be required to apply this knowledge to the comprehensive assessment, prioritisation, intervention, and evaluation of perioperative patient care. Through engagement with evidence‑based resources, case studies,and reflective activities, learners will analyse how physiological changes influence clinical decision‑making, risk assessment, and patient outcomes. The module supports the development of higher‑order thinking, enabling learners to synthesise complex information, justify clinical judgements,and demonstrate professional autonomy.
(Language of instruction: English)

Learning Outcomes

1. Critically analyse physiological responses to surgical trauma and evaluate their implications for perioperative assessment, intervention, and outcomes.
2. Demonstrate advanced understanding of general anaesthesia and intraoperative management, with emphasis on maintaining cardiovascular stability, fluid balance, and endocrine function.
3. Critically appraise the perioperative nurse’s role in assessment, prioritisation, intervention, and evaluation, including thermoregulation and prevention of positioning‑related injury.
4. Evaluate the care needs of patients with complex physiological or endocrine dysfunction during the perioperative period, integrating evidence‑based strategies to support safe clinical decision‑making.
5. Critically examine the psychological impact of impending surgery on adult and paediatric patients and apply advanced interventions to minimise distress and promote holistic care.
6. Demonstrate advanced knowledge of perioperative safety, including legal, ethical, and procedural requirements, risk identification, and the implementation of practices that minimise harm to patients and staff.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINÉAD HAHESSY 🖂
  
•  DEIRDRE ROCHE 🖂
  
•  ELAINE O'HARA 🖂
  

Reading List

1. "AFPP in your pocket- Perioperative Practice." by n/a
   Publisher: AFP
2. "Standards & Recommendations for Safe Perioperative Practice." by n/a
   Publisher: AFPP
3. "American Society of PeriAnaesthesia Nursing (2017) Standards of Perianaesthesia Nursing Practice 2017-2018. Cherry Hill, New Jersey: American Society of PeriAnaesthesia Nursing." by n/a
4. "American Society of PeriAnaesthesia Nurses (2019) “ASPASN’s 2019-2020 Perianesthesia Nursing Standards, Practice Recommendations and Interpretive Statements. Cherry Hill, New York." by n/a
5. "AORN (2019) AORN Guidelines for Perioperative Practice. Association of Perioperative Practice Registered Nurses: Denver." by n/a
6. "Drains Perianesthesia Nursing A Critical Care Approach." by Odom-Forren, J.
   Publisher: Elsevier Saunders.
7. "Nursing the Surgical Patient." by Pudner, R.
   Publisher: Elsevier.
8. "Essentials of Perioperative Nursing" by Marsh, B
   ISBN: 1836593287.
   Publisher: edtech Publishers
9. "Principles of Perioperative Safety and Efficiency" by Jamal J Hoballah, Haytham MA Kaafarani, Georgios Tsoulfas
   ISBN: 978-03-31T04:10:00.
   Publisher: Springer
   Chapters: 24
10. "Guidelines for Perioperative Practice" by AORN
    Publisher: ebook

RequiredNU6439: Service Improvement

NU6439: Service Improvement

Semester 2 | Credits: 10

This module will allow the student the opportunity to plan and implement, with their manager, and an academic facilitator, a service improvement initiative. The project will focus on an issue of relevance to client care or service improvement and must be supported by the student’s line manager and/or clinical facilitator. Examples of the types of projects include: completion of a defined literature review supporting some aspect of unit work, preparation of a patient education leaflet (supported by an evidence based rationale presented separately), development of a patient education pack (supported by an evidence based rationale presented separately), development of a strategy to reduce waiting time, an initiative that will improve patient/staff safety, development/implementation of guidelines/policies, an initiative that improves the quality of patient services or the work environment, an initiative that saves time/money or any issue/problem/change that can be addressed through action. This work must be completed within a calendar year.
(Language of instruction: English)

Learning Outcomes

1. Critically examine a practice issue and contribute to service improvement
2. Integrate and apply learning from other modules
3. Work collaboratively with peers and clients
4. Become an autonomous and independent learner
5. Develop the skills and knowledge needed to implement a change in clinical practice
6. Develop their skills of analysis, critical thinking, problem-solving and reflection

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  CATHERINE MEAGHER 🖂
  
•  MARI MORAN 🖂
  
•  MARCELLA HORRIGAN-KELLY 🖂
  
•  CLAIRE QUINN 🖂
  
•  DEIRDRE FITZGERALD 🖂
  
•  Duygu Sezgin 🖂
  
•  Martina Giltenane 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂
  

RequiredNU6619: Specialist Module 3 - Prevention of surgical complications

NU6619: Specialist Module 3 - Prevention of surgical complications

Semester 2 | Credits: 10

This module critically examines the prevention of surgical complications,emphasising evidence‑informed, patient‑centred perioperative care. Learners will analyse the physical and psychological dimensions of care across the perioperative pathway, including infection prevention and control, wound‑healing optimisation,and the safe, effective management of instruments, equipment, and the sterile field. The module promotes critical analysis by integrating current research, national and international standards, and human‑factors principles to guide clinical decision‑making in specialist surgical contexts. Through reflective and collaborative learning, learners will evaluate complex cases, assess risks, and develop ethical, defensible, and context‑sensitive nursing interventions that enhance patient safety and quality outcomes.
(Language of instruction: English)

Learning Outcomes

1. Critically engage with and evaluate the perioperative strategies implemented to minimise intraoperative infection risk.
2. Critically analyse and appraise infection‑control practices within the perioperative environment, demonstrating an ability to question and interpret their effectiveness.
3. Critically examine the processes of wound healing and analyse the factors that may compromise optimal recovery.
4. Critically articulate and evaluate the principles underpinning the care, handling, and management of perioperative instruments and equipment
5. Critically discuss and evaluate the management of the sterile field, demonstrating engagement with best practice and safety standards.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  SINÉAD HAHESSY 🖂
  
•  DEIRDRE ROCHE 🖂
  
•  ELAINE O'HARA 🖂
  

Reading List

1. "Essentials of Perioperative Nursing" by Goodman, T. & Spry, C.
   ISBN: 978128407982.
2. "Guidelines for Perioperative Practice, 2024 Edition" by Anderson-Miner, M.A.
   ISBN: 9780939583102.
3. "Drains Peri-Anaesthesia Nursing: A critical Approach" by Oden- Forren, J.
   ISBN: 978032379128.
   Publisher: Elsevier
4. "Perioperative Nursing" by Sally Sutherland-Fraser,Menna Davies,Benjamin Lockwood,Brigid Mary Gillespie
   ISBN: 9780729543385.
   Publisher: Elsevier
5. "Manual of Perioperative Care" by Woodhead, K. & Lesley, F.
   ISBN: 9781118702734.
   Publisher: John Wiley & Son
6. "ESSENTIALS OF PERIOPERATIVE NURSING (PB 2025) NURSING TEXTBOOK" by Marsh, B.
   ISBN: 1836593287.

RequiredNU502: Advanced Research Methods

NU502: Advanced Research Methods

Semester 1 | Credits: 10

. This module is designed to enable students to explore the methodological and practical issues of research. It will help students determine the appropriate research design for research questions in their practice and provides an opportunity for students to debate, challenge and clarify research issues. This module will also help students understand the systematic review process and types of reviews, Finally, the module prepares students to develop a research protocol.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate an understanding of what is meant by ‘evidence-based practice’
2. Discuss theoretical perspectives on research methodology
3. Formulate an answerable clinical question using the PICO approach
4. Develop a database search strategy
5. Explain the key characteristics, strengths and weaknesses of the main qualitative and quantitative research methodologies
6. Articulate a research problem and formulate a research question or hypothesis as appropriate to guide the conduct of a study
7. Justify the use of appropriate data collection, sampling, and data analysis methods for qualitative and quantitative research
8. Discuss rigour in the context of quantitative and qualitative research
9. Discuss evidence synthesis of quantitative and qualitative research
10. Create a plan with clear rationales for data collection, sampling, data analysis and rigour to be used when conducting a primary qualitative or quantitative study or evidence synthesis

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  BERNARD MCCARTHY 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  CLAIRE O'TUATHAIL 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  AMANDA WALSH 🖂
  
•  DECLAN DEVANE 🖂
  
•  FIONNUALA JORDAN 🖂
  
•  STEPHEN KENNETH BRADLEY 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  

RequiredNU922: Clinical Competence 2

NU922: Clinical Competence 2

Semester 2 | Credits: 0

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MAURA DOWLING 🖂
  
•  ANDREW HUNTER 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  ANNE O'GRADY 🖂
  
•  DEIRDRE ROCHE 🖂
  
•  MARCELLA HORRIGAN-KELLY 🖂
  
•  ELAINE O'HARA 🖂
  
•  Derek O'Keeffe 🖂
  
•  Peter Carr 🖂
  

Year 2 (30 Credits)

RequiredNU6515: Research Dissertation

NU6515: Research Dissertation

Semester 1 and Semester 2 | Credits: 30

Students will be required to undertake a piece of primary research or an evidence synthesis on a topic relevant to their practice area. Students will be assigned a research supervisor who will support them in undertaking this work.
(Language of instruction: English)

Learning Outcomes

1. Demonstrated knowledge of ethical requirements and procedures by negotiating access to research site/participants by securing ethical approval from the appropriate Research Ethics Committee in the case of primary research. Or in the case of evidence synthesis/secondary data analysis, demonstrate knowledge in the process of negotiating access to full text data not available in the library databases.
2. Developed a research question(s) of significance to area of of significance to their specialist nursing/midwifery professional practice or a problem statement(s) based on a review of evidence-based literature.
3. Identified and apply an appropriate method(s) to achieve the objectives of the research question (s)/ hypothesis for primary data collection, or in the case of secondary data analysis, employ valid and reliable method(s) for processing and analysing archived research data
4. Critically discuss research findings with reference to the methods used, current literature and professional practice.
5. Prepared a scholarly report (Option A) research article (Option B) ready for publication which will demonstrate accurate expression, analysis, and synthesis of the research subject.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  GLORIA AVALOS 🖂
  
•  MIRIAM BRENNAN 🖂
  
•  EIMEAR BURKE 🖂
  
•  DYMPNA CASEY 🖂
  
•  MAURA DOWLING 🖂
  
•  ANNE FALLON 🖂
  
•  FRANCES FARRELLY 🖂
  
•  SINÉAD HAHESSY 🖂
  
•  ANDREW HUNTER 🖂
  
•  BERNARD MCCARTHY 🖂
  
•  TERESA MEANEY 🖂
  
•  BRONA MOONEY 🖂
  
•  MARI MORAN 🖂
  
•  CLAIRE O'TUATHAIL 🖂
  
•  SIOBHÁIN SMYTH 🖂
  
•  PATRICIA HEALY 🖂
  
•  GEORGINA GETHIN 🖂
  
•  DECLAN DEVANE 🖂
  
•  MARCELLA HORRIGAN-KELLY 🖂
  
•  FIONNUALA JORDAN 🖂
  
•  CATHERINE HOUGHTON 🖂
  
•  STEPHEN KENNETH BRADLEY 🖂
  
•  CLAIRE QUINN 🖂
  
•  MARION O'REGAN 🖂
  
•  Derek O'Keeffe 🖂
  
•  Peter Carr 🖂
  
•  Katherine Pigott 🖂
  
•  Ciara O'Meara 🖂