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Session: 2022/23
Last modified: 14/03/2022 13:49:44
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Title of Module: Supporting People Facing Loss |
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Code: NURS09179 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 20 |
ECTS: 10
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Elaine
Stevens |
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| Summary of Module |
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This module is aimed at professionals who support people facing non-bereavement and bereavement losses that meets their needs. The module provides prospective graduates with an in-depth knowledge of loss and grief theories and develops cultural awareness of the impact of loss on a range of people. In doing so the module focuses on enabling students to become autonomous problem solvers who are collaborative practitioners and who are able to develop creative and imagintive solutions in which to support the bereaved.
The impact of specific types of death and the resulting grief responses will be reviewed and the roles of a range of helpers identified.The benefits of a helping approach will be discussed to enable students apply evidence-based solutions to the support of people facing loss regardless of their cultural background.
This module is suitable for health and social care professionals from anywhere in the world as it allows the application of theory to practice regardless of geography or care setting. This enhances global citizenship by providing a critical understanding of loss and grief in health and social care settings across the world. As this module is theoretical in content students do not need to be currently working with people experiencing loss. A workplace supervisor is not required as this a theoretical module.
The content of this module maps onto the enhanced/expert level of the NHS Education for Scotland Palliative and End of Life Care Framework to Support the Learning and Development Needs and Social Service Workforce.
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| Module Delivery Method |
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| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
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Face-To-Face
Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.
Blended
A mode of delivery of a module or a programme that involves online and face-to-face delivery of learning, teaching and assessment activities, student support and feedback. A programme may be considered “blended” if it includes a combination of face-to-face, online and blended modules. If an online programme has any compulsory face-to-face and campus elements it must be described as blended with clearly articulated delivery information to manage student expectations
Fully Online
Instruction that is solely delivered by web-based or internet-based technologies. This term is used to describe the previously used terms distance learning and e learning.
HybridC
Online with mandatory face-to-face learning on Campus
HybridO
Online with optional face-to-face learning on Campus
Work-based Learning
Learning activities where the main location for the learning experience is in the workplace.
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| Term(s) for Module Delivery |
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(Provided viable student numbers permit).
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| Term 1 | | Term 2 | | Term 3 | |
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| Learning Outcomes: (maximum of 5 statements) |
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On successful completion of this module the student will be able to:
L1.
Deliberate and evaluate the main theories of loss, grief and bereavement and the recognised risk factors that impact on individual and societal responses to loss
L2.
Appraise the impact of normal and complicated grief responses within specific groups of society
L3.
Evaluate the role of the caring professional, counsellor and other helpers in providing bereavement support to individuals and groups |
| Employability Skills and Personal Development Planning (PDP) Skills |
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| SCQF Headings |
During completion of this module, there will be an opportunity to achieve
core skills in:
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| Knowledge and Understanding (K and U) |
SCQF Level 9.
Gaining in-depth knowledge of the current main grief theories and how these are set within cultural and societal norms;
Understanding of the mediators (determinants) of grief and their provenance;
Critical understanding the boundaries and limits of knowledge in relation to loss and the support people experiencing loss may require.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Carrying out routine lines of enquiry relating to grief reactions displayed by a range of people;
Investigating the professional issues that arise in relation to the cultural and societal context of loss. |
| Generic Cognitive skills |
SCQF Level 9.
Critically evaluating evidence based solutions in relation to bereavement support issues;
Demonstrating judgement in the analysis and application of theory to practice.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Using of a range of standard applications to process and obtain data;
Using Moodle to communicate with the tutor and peers.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercising autonomy and initiative in some activities at a professional level;
Showing initiative and independence in promoting best practice in bereavement support;
Taking continuing account of own and other’s roles, responsibilities and contributions in best practice in supporting people facing loss.
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| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
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Module Code:
| Module Title:
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| Other: | None |
| Co-requisites | Module Code:
| Module Title:
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* Indicates that module descriptor is not published.
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| Learning and Teaching |
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This module is delivered as a hybrid learning module as well as by full online learning utilising a Virtual Learning Environment (VLE).
Hybrid learning students will participate in a range of synchronous and asynchronous activities supported by the quality assured resources received by online students.
All students have access to direct individual and tutorial support from their tutors and will be directed to wider reading, including access to electronic library and books.
Students who are learning fully online and are supported by the VLE will receive: Core quality assured module resources; individual and group tutorial support and directed learning via the VLE system. This will be aided by synchronous online classroom sessions, asynchronous discussion boards; directed wider reading including access to electronic library and e-books.
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Learning Activities
During completion of this module, the learning activities undertaken to
achieve the module learning outcomes are stated below:
| Student Learning Hours
(Normally totalling 200 hours):
(Note: Learning hours include both contact hours and hours spent on other learning activities) |
| Lecture/Core Content Delivery | 20 |
| Asynchronous Class Activity | 10 |
| Tutorial/Synchronous Support Activity | 6 |
| Independent Study | 158 |
| Personal Development Plan | 6 |
| 200
Hours Total
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**Indicative Resources: (eg. Core text, journals, internet
access)
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The following materials form essential underpinning for the module content
and ultimately for the learning outcomes:
There is no core text for this module. All are considered recommended reading.
Aoun, S., Breen, L., Howting, D., Rumbold, B., McNamara, B. and Hegney, D.(2015) Who Needs Bereavement Support? A Population Based Survey of Bereavement Risk and Support Need, PLOS ONE. Accessed at: https://doi.org/10.1371/journal.pone.0121101
Doka K, Martin, T (2010) Grieving Beyond Gender: Understanding the Ways Men and Women Mourn. New York, Routledge.
Scottish Bereavement Charter Coalition (2020) A Bereavement Charter for Children and Adults in Scotland. Available at: http://www.sad.scot.nhs.uk/bereavement-charter/
Stroebe, M., Schut, H.and van den Bout, J. (Eds) (2012) Complicated Grief and Scientific Foundations for Healthcare Professionals. Abingdon: Routledge.
Wilson J (2013) Supporting People Through Loss and Grief: An Introduction for Counsellors and Other Caring Practitioners. London, Jessica Kingsley.
Worden, J.W. (2018) Grief Counseling & Grief Therapy – A Handbook for the Mental Health Practitioner (5th Ed). Hove: Brunner-Routledge.
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(**N.B. Although reading lists should include current publications,
students are advised (particularly for material marked with an asterisk*) to
wait until the start of session for confirmation of the most up-to-date
material)
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| Engagement Requirements |
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In line with the Academic Engagement Procedure, Students are defined as academically engaged if they are regularly engaged with timetabled teaching sessions, course-related learning resources including those in the Library and on the relevant learning platform, and complete assessments and submit these on time. Please refer to the Academic Engagement Procedure at the following link: Academic engagement procedure
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (lectures, workshops, and tutorials), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module. |
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Supplemental Information
| Programme Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Health L7-11 |
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| Moderator | Jo Oliver-Hartley |
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| External Examiner | A Ward |
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| Accreditation Details | N/A |
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| Version Number | 1.13 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative Assessment
This module is formatively assessed by group discussion on the content of the individual and group learning activities that are embedded within each of the learning units. This may be achieved in face to face discussion in the classroom or by discussion managed via the module VLE.
Summative Assessment
Component 1
A PowerPoint presentation: 30% of the module total – 1250 words. |
Component 2
Written essay: 70% of the total mark - 2800 words. |
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(N.B. (i) Assessment Outcomes Grids for the module
(one for each component) can be found below which clearly demonstrate how the learning outcomes of the module
will be assessed.
(ii) An indicative schedule listing approximate times
within the academic calendar when assessment is likely to feature will be
provided within the Student Handbook.)
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Assessment Outcome Grids (Footnote A.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
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Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
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Schools are responsible for determining student contact hours. Please refer to University Policy on contact hours (extract contained within section 10 of the Module Descriptor guidance note).
This will normally be variable across Schools, dependent on Programmes &/or Professional requirements.
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| Equality and Diversity |
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In line with current legislation (Equality Act, 2010) and the UWS Equality, Diversity, and Human Rights Code, our modules are accessible and inclusive, with reasonable adjustment for different needs where appropriate. Module materials comply with University guidance on inclusive learning and teaching, and specialist assistive equipment, support provision and adjustment to assessment practice will be made in accordance with UWS policy and regulations. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
Please refer to the UWS Equality and Diversity Policy at the following link: UWS Equality and Diversity Policy
UWS Equality and Diversity Policy |
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(N.B. Every effort
will be made by the University to accommodate any equality and diversity issues
brought to the attention of the School)
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