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Session: 2022/23
Last modified: 15/03/2022 08:56:50
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Title of Module: Diabetes Management |
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Code: NURS09164 |
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: | Moira
Lewitt |
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| Summary of Module |
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This module has been developed for healthcare professionals to be able to respond to the clinical needs of people with diabetes within multiprofessional settings and using a collaborative approaches. It takes a holistic view of the disease trajectory and emphasises the relationship between a person’s social, psychological, spiritual and physical needs. Students undertaking the module will develop their critical thinking and analytical skills.
Engagement with global, national and local perspectives in diabetes will ensure students complete the module with global perspectives and a research-minded approach to diabetes care delivery. Clinical experts will utilise case-study based scenarios that allow the practitioner to develop the problem-solving skills to meet the acute needs of the person with diabetes and also to partner with the person with diabetes in the long-term management of their condition. Students will identify their own cases studies to underpin their study and the assessment. Therefore, ideally, students should be in a practice environment and have access to suitable clients with diabetes. Other graduate attributes facilitated by this module include communication, resilience, transformational, analytical and innovative skills that will positively impact on the diabetes care delivery and support in a variety of clinical situations from a local or global perspective
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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.
Demonstrate critical understanding of the pathophysiology of diabetes.
L2.
Use an analytical approach to review the main types of Diabetes; their treatment and management, making reference to national & international guidelines.
L3.
Examine critically using a problem-solving approach the international epidemiological factors thought to be central to the current increase in disease prevalence.
L4.
Critically appraise the role of multi-professional health and social care delivery in meeting the needs of people with diabetes, from differing ethnic, religious, social and cultural backgrounds from around the world.
L5.
Analyse and evaluate educational programmes and other techniques that are available nationally and internationally which may be used in response to the differing needs of people with diabetes. |
| 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.
Understanding of the pathophysiology of diabetes and current clinical management strategies.
Evaluation of the importance of demographics and lifestyle in the disease process. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Construction of clinical pathways of care for diabetic patients.
Partnering of patients in the goal of making them ‘expert patients’. |
| Generic Cognitive skills |
SCQF Level 9.
Be able to review data from a variety of sources and make judgements on its applicability.
Demonstrate reflective skills when reviewing their own current practice. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Communicates with the multi-professional team to clarify role responsibility.
Search data bases and web-based resources to identify current practice.
Calculates the therapeutic doses of insulin as prescribed. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Is aware of the importance of working with the patient/family to maximize well-being.
Takes professional responsibility for updating knowledge and delivering safe practice. |
| 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: | |
| 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 presented as blended learning, as well as by full online learning utilising a Virtual Learning Environment (VLE).
Blended Learning students will participate in a range of classroom activities supported by the quality assured resources received by distance students. Blended Learning 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. They too will have full access to the VLE as a mechanism for communication and dissemination of information.
Fully Online Learning students are supported by the VLE will receive: E-learning materials which are introduced throughout to continue this process of discovery and to enable the student to utilise this information in a formative manner and engage with the module on an ongoing basis. Further aided by discussion boards; directed wider reading including access to electronic library and e-books. As prospective students come from a wide variety of allied professions and worldwide locations in the case of Online Learning cohorts then the ability to network and share good practice is both educational and a highly valuable resource.
The assessment process will offer two different experiences, the test to help students cope with time-limited decision making and the final assessment to help students integrate theory into practice by use of a case study format and the review of information sources.
Reasonable adjustments will be made for students assessed to require enabling strategies to be put in place. This to include but not limited to items such as specialised furniture, computer software, and hearing assistive devices, coloured paper handouts, and pre reading materials.
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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 |
| Tutorial/Synchronous Support Activity | 10 |
| Asynchronous Class 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.
Diabetes UK (2011) Understanding Diabetes: Your essential Guide. London: Diabetes UK.
Dunning, T. (2014) Care of people with diabetes : a manual of nursing practice.4th edition. Oxford: Wiley-Blackwell.
Holt, T. And Kumar, S. (2010) ABC of diabetes. 6th edition. Oxford: Wiley-Blackwell.
In addition to these texts students will be directed to a wide range of international, national and local information to suppport the module content and learning outcomes.
DeFronzo, R.A., Ferrannini, E., Zimmet, P., Alberti, K.G.M.M, (2015) International Textbook of Diabetes Mellitus. 4th edition. Oxford: Wiley-Blackwell.
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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 | K Myrissa |
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| Accreditation Details | UWS |
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| Version Number | 1.16 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assessment component 1. A class test to cover Learning Outcomes 1,2 and 3 with a weighting of 30%. For both Blended and Online Learning cohorts this is undertaken as an online multiple choice questionnaire. |
| Assessment Category 2. A written Assignment of 3,000 words, to cover Learning outcomes 2,4 and 5 with a weighting of 70%. Learning Outcome 2 is covered in both assessments as it reflects the pathophysiology and treatments required to underpin the other Learning Outcomes being examined. |
(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. The UWS Equality and Diversity Policy can be found at the following link:
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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