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The focus of this module is on making decisions about individual patients and clients; i.e. on clinical, rather than management, skills. This module seeks to enable students to articulate and evaluate judgement, and to familiarise them with strategies developed to support judgement.

The module content and teaching strategies have been selected in order to enable students to engage in, examine and improve judgment and decision making processes in health and social care practice from an informed, evidence based position.

These vary according to SCQF level. Please see relevant module descriptor attached.
The module is organised into 7 learning units, of varying lengths, each of which focuses on specific aspect of judgment and decision making. Each unit comprises 1 or 2 modified lectures, a set of key reading, and 1 or 2 group activities.
Students are encouraged to keep a portfolio containing records of discussions, lecture notes, collected literature, exercises and a reflective diary recording their thinking in relation to their own clinical judgement. This will be useful in assignment preparation.
Learning Units
Unit 1 Thinking – general
Unit 2 Thinking – specific to judgment and decision making
Unit 3 Judgments – diagnosis and risk
Unit 4 Judgments – accuracy
Unit 5 Decisions – making choices
Unit 6 Aids to judgment and decision making – scoring tools
Unit 7 Aids to judgment and decision making – decision analysis

Academic Achievement:
Read the marking criteria relevant to your module (undergraduate) in the regulations. Both internal and external examiners work to these, and will assess your work against each of the categories in order to reach an academic evaluative judgment as to the quality of the work. These criteria have been developed to reflect what is nationally agreed to be required of people working at graduate level. Some useful questions to ask yourself when you read over your work are:
In relation to analytical understanding:
? are relevant issues identified/explored
? are critical (evaluative) comments made
? is evidence provided for claims
? is there awareness of the nature of this evidence
? has the literature been used to support the discussion
? what is the quality of the literature – primary sources/current/relevant
? is there an understanding of concepts, and the relationships between these?
? are arguments objective? are they balanced?
? is the work focused and directed? or vague and ‘waffly’?

In relation to structure:
? are there clear trains of thought? (logical progression)
? is the writing easy to understand? (clarity of exposition)
? does the paper have balance and ‘shape’?
In relation to individual development and clinical practice:
? have concepts from the module been applied appropriately to practice
? is there evidence of own lines of thought
? has the application to practice been clearly explained
OVERALL – is there evidence the student has a) studied the module and b) provided what has been asked for.


1. Identify a clinical judgement and/or decision which you make/have made/will make in practice.

2. Identify a theoretical framework(s) and associated concepts which you have studied in this module, which you consider to be relevant to your selected judgement/decision.

3. Critically discuss your selected judgement/decision within this framework. In doing this, you should demonstrate your critical understanding of relevant concepts, and how these apply to your judgement/decision.

Word length: 3000 words.

Note: Use theoretical framework(s) for Brunswik’s lens model.
Or The General Model for Assessment and Decision Making. Reproduced with permission of Russell House Publishing.

Note: For the purpose of this assignment on a clinical judgement and decision I made during the assessment of an elderly patient (70 year old) in my care when he came in emergency room with at risk of Asthma and difficulty breathing and then already I gave him Nebulizer, and this is based on my experience at work.
Can you write about above scenario or other.


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