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Module Descriptors

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Session: 2022/23

Last modified: 02/03/2022 12:14:23

Title of Module: Work related Learning 1

Code: NURS08040 SCQF Level: 8
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Bryan  Mitchell

Summary of Module

This work-related learning module will provide students an opportunity to develop and improve their communication skills and ability to manage relationships within the workplace. Students will reflect on their interaction with others recognising how communication and working in partnership is vital to empower the people, families and groups who use and provide health and social care services. Two key elements throughout this module are group work, and empathic learning. 

Through the experience of facilitated group work activities students will appraise the role they play as part of an integrated team to improve the outcomes of people or service, from adverse range of backgrounds. Through reflection students will appreciate the necessity for self-awareness, empathy and self-confidence to promote public trust.

Students will review their professional and career development in relation to their current local and national literature.

As a result, the module will support students to develop a number of characteristics which contribute to the UWS Graduate Attributes of:

'UNIVERSAL'- inquiring, emotionally intelligent, ethically-minded, culturally aware, collaborative;

'WORK-READY'- knowledgeable, problem solver, effective communicator;

'SUCCESSFUL'- autonomous, creative, imaginative, resilient and driven.


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Demonstrate the ability to respect diversity through working in partnership to enable and empower others.

L2. Appraise the impact of their own communication and ability to manage relationships when working in an integrated health and social care service.

L3. Reflect on their own personal and career development within the workplace in relation to their current local and national evidence and legislation.

L4. Evaluate learning and development experienced through participation in facilitated group work activities.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 8.



Demonstrate a broad knowledge and understanding of the impact of communication on managing relationships and service delivery.

Practice: Applied Knowledge and Understanding SCQF Level 8.

Develop an understanding of the breadth and depth of the roles within health and social care through sharing practice experiences within facilitated group enviroment.

Generic Cognitive skills SCQF Level 8.


Use evidence based approaches to develop communication skills and an ability to manage relationships.

Communication, ICT and Numeracy Skills SCQF Level 8.

Use and identify a range of communication skills when working with people who use services, including families, carers and colleagues.

Understand the importance of IT processes when supportting the delivery of safe and effective care/support.

Autonomy, Accountability and Working with others SCQF Level 8.

Adopt legal and ethical principles in the delivery of safe and effective care/support services.
Promote public trust through respect for people from a wide range of backgrounds and cultures


Generic Health & Social Care, PDP and Life Skills:-

• Adopt partnership approaches with colleagues, people who use services, families and carers.
• Seek to continuously improve their work with people who use services and their carers
• Articulate and justify their decision making process when providing care/support within a care environment.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
A large portion of the learning in this module occurs from reflecting on previous work or voluntary experiences, preferably from within a health and social care setting. Whilst this is not mandatory, we encourage this because of the wider nature and context of the programme.

Across the module, students will participate in a range of activities including Pre-recorded lecture materials, Tutorials, Workshops and facilitated Groupwork activities.

Students will have access to direct individual and group academic support with module tutors on an ongoing basis throughout the facilitated groupwork sessions, where we also provide signposting to the careers and academic skills teams within the university.
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 Delivery3
Tutorial/Synchronous Support Activity12
Laboratory/Practical Demonstration/Workshop6
Asynchronous Class Activity30
Personal Development Plan80
Independent Study69
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

There are no essential core reading materials for this module. However, the following reading list is recommended to support the content of this module and its learning outcomes:



Burnard, A (Ed) (2011) Key Themes in Health and Social Care. London. Routledge


Koubel G & Bungay, H (Eds) (2012) Rights, Risks and Responsibilities. Interprofessional working in Health and Social care. Hampshire: Palgrave MacMillan


Pears, R & Shields, G. (2019) Cite them Right. The Essential Referencing Guide. London, MacMillan International


Scottish Social Services Council (2014) The Framework for Continuous Learning in Social Services. Dundee: Scottish Social Services Council



Scottish Social Services Council (SSSC) www.sssc.uk.com

Social Care Institute for Excellence (SCIE) www.scie.org.uk

Koubel G & Bungay, H (Eds) (2009) The challenge of Person-centred Care. An Interprofessional Perspective. Hampshire: Palgrave MacMillan

(**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)

Engagement Requirements

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 for this module is in alignment with the universities academic engagement and attendance procedure located at: https://www.uws.ac.uk/media/4153/academic-engagement-and-attendance-procedure.pdf

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Supplemental Information

Programme BoardMental Health Nursing & IP
Assessment Results (Pass/Fail) No
Subject PanelMHN&IP L7-8
ModeratorMargaret Brown
External ExaminerA Prendergast
Accreditation Details
Version Number

2.10

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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment Component 1 (30% of overall module mark)

Summative Assessment - Reflective Report on group working
Assessment Component 2 (70% of overall module mark)

Summative Assessment - Reflective Report on work-related critical incident
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical work   check mark300

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Report of practical/ field/ clinical workcheck markcheck markcheck mark 700
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity
Equality and diversity is at the heart of the module – recognising that this is key to the student experience within the module.
Through the hybrid approach taken the module is inclusive and supports the belief of fairness and equal opportunities across the teaching and learning, assessment, and evaluation processes within the module. This is further supported by any anticipatory adjustments and additional flexibility that is required to ensure accessibility of the module.

All students are encouraged to disclose disability and any specific individual needs is given consideration by the module team.

To ensure the module is responsive to the demand for equality and diversity UWS Equality and Diversity Policy is a key driver in the ethos of teaching and learning processes within the module

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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