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Module Descriptors

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Session: 2022/23

Last modified: 04/03/2022 11:05:42

Title of Module: Contemporary Issues in Health & Social Care

Code: NURS09167 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Raymond  Duffy

Summary of Module

This is a blended learning module and is a Year 3 module within the BA (Hons) Integrated Health and Social Care programme

The purpose of this module is to provide the student with a broad knowledge and understanding of current contemporary issues within health and social care both nationally and internationally, recognising how these may change depending on the current situation. Some key issues that will be addressed include long term-conditions, promoting wellbeing, technology, co-production and self-directed support; globalisation and sustainability in health and social care and the sectors response to COVID-19 and other global health concerns.

This module aims to encourage critical appraisal of existing evidence including strategies and policies for contemporary health and social care provision, from both a national and international perspective.

This module will allow students to explore, discuss and debate contemporary subject areas taking an integrated approach to the included topics and consider the implications of this provision across the sector while also informing their own practices.

As a result, the module will support students to develop a number of characteristics which contribute to the UWS Graduate Attributes of 'UNIVERSAL'-critical thinking, analytical, inquiring, culturally aware, emotionally intelligent, ethically-minded, collaborative,, research minded and socially responsible; 'WORK-READY'-knowledgeable, digitally literate, effective communicator, motivated, potential leader;  AND 'SUCCESSFUL'- autonomous, incisive, creative, resilient and daring.


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 1check markTerm 2

 

Term 3

 

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Learning Outcomes: (maximum of 5 statements)

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

L1. Develop a broad knowledge and understanding of the contemporary health and social care issues that affect the population nationally and internationally.

L2. Critically appraise key concepts, relevant to contemporary issues within health and social care, in relation to the current evidence base.

L3. Critically evaluate current strategies and policies relevant to contemporary issues within health and social care.

L4. Demonstrate an integrated understanding of how contemporary issues will inform the student’s practice within their chosen field in health and social care.

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 9.

Understanding of the contemporary issues within health and social and care as demonstrated by the use of current strategies and policies.

Awareness and understanding of contemporary issues with emphasis on up to date specialised knowledge.

Practice: Applied Knowledge and Understanding SCQF Level 9.

Appraise national and international strategies related to fields of practice within health and social care.

Generic Cognitive skills SCQF Level 9.

Students will be encouraged to undertake critical analysis using information from a range of sources.

Communication, ICT and Numeracy Skills SCQF Level 9.

Demonstrate a range of effective communication techniques which takes account of team working and presenting an argument in a professional and non-confrontational way.

Use of Internet and library searches to obtain data.

Interpretation of numerical and graphically presented data.

Autonomy, Accountability and Working with others SCQF Level 9.

Working effectively with others in groups and teams and take self responsibility while integrating with the work of others.

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
The module is delivered as blended learning. The majority of the materials are delivered as e-learning. The e-learning will consist of reading materials, video content, asynchronous interactive discussions along with a number of other relevant online resources. The module will also be supported with seminars, group work and supportive tutorial sessions with input from external colleagues, where this is appropriate.
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 Delivery12
Tutorial/Synchronous Support Activity20
Asynchronous Class Activity60
Personal Development Plan12
Independent Study96
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. The following reading list is recommended to support the content of this module and its learning outcomes:

Glasby, J. (2017) Understanding Health and Social Care (Third Edition), Cambridge: Policy Press.

Glasby, J. and Dickinson, H. (2014) Partnership Working in Health and Social Care: What Is Integrated Care and How Can We Deliver It? (Second Edition), Cambridge: Policy Press.


Loeffler, E., Power, G., Bovaird, T. and Hine-Hughes, F. (2013) Co-production of health and Wellbeing in Scotland. (Eds) Birmingham: Governance International.

Marmot, M. (2015) The Health Gap. The Challenge of an Unequal World. London: Bloomsbury


Miller, R., Brown, H. and Mangan, C. (2016) Integrated Care in Action. Jessica Kingsley Publishers: London


Nicol, J., Hollowood, L. (2019) Nursing Adults with Long Term Conditions (Third Edition). London, Learning Matters/SAGE Publications Ltd.

(**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

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Supplemental Information

Programme BoardMental Health Nursing & IP
Assessment Results (Pass/Fail) No
Subject PanelMHN&IP L9-11
ModeratorLouise Ritchie
External ExaminerE Mistry-Jackson
Accreditation Details
Version Number

2.10

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Assessment: (also refer to Assessment Outcomes Grids below)

Assessment Component 1 Class Debate/Discussion (30% of overall module mark).
Assessment Component 2 Written assignment (70% of overall module mark.

Students will submit an essay on a subject relevent to a contemporary issue in integrated health and social care provision.
(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
Presentation check mark  300

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Essaycheck mark check markcheck mark700
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 are 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. This is further supported by any anticipatory adjustments and additional flexibility that is required to ensure accessibility of the module to all.

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 the UWS Equality and Diversity Policy is a key driver in the ethos of teaching and learning processes within the module. See https://www.uws.ac.uk/about-uws/uws-commitments/equality-diversity-inclusion/


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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