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Session: 2022/23
Last modified: 18/01/2023 15:13:35
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Title of Module: Contemporary Occupational Health SCQF level 9 |
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Code: NURS09216 |
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: | Jan
Meechie |
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| Summary of Module |
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The Contemporary Occupational Health module is open to registered nurses who work in a workplace health setting. This module provides an opportunity to develop critical thinking concerning the complex relationship between work, working conditions, psychological processes and health and wellbeing in a culturally aware context. Occupational Health is a specialist branch of public health requiring specific knowledge and skills concerned with the health of people at work and the effects of work on health and this module prepares students to be work ready, successful practitioners who enhance their practice through innovative and transformational approaches. This area of healthcare has been acknowledged as very important to the UK economy in reports carried out by the Work Foundation (Vaughan-Jones and Barham, 2009), Dame Carol Black (Black, 2008) and the Council for Work and Health (2015). Occupational Health is at the forefront of healthcare today as the UK government has realised the economic need for people to be and remain in work throughout their life. As many Occupational Health services are being managed by senior nurses’ management and leadership skills are crucial in the educational preparation of these individuals, along with the competence in monitoring and advising on work related health. These workplace health interventions need to be underpinned and justified by evidence based research and therefore this module aims to meet these needs. This module is a discipline specific module for applicants who are studying for the Nursing & Midwifery Council (NMC) approved Specialist Community Public Health Nursing Award.
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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.
Analyse and apply comprehensive evidence based reasoning when making decisions about occupational health issues within their area of practice.
L2.
Evaluate and apply from a variety of sources current effective interventions to reduce occupational ill health and promote health in the workplace
L3.
Demonstrate a good understanding of the principles, theories and concepts of occupational health practice.
L4.
Demonstrate a critical awareness of inter professional working and the impact this has on meeting the needs of service users.
L5.
Demonstrate a range of approaches in the management of professional issues and be able to make informed judgements when advising on workplace health issues. |
| 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.
Demonstration of a critical knowledge and understanding in current occupational health practice much of which is informed by developments at the forefront of practice.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply knowledge, skills and understanding using a wide range of professional skills new techniques to inform occupational health practice. |
| Generic Cognitive skills |
SCQF Level 9.
Critically identify and analyse professional problems in occupational health practice and draw on a range of sources in making judgements |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Demonstrate the use of a wide range of ICT to support and enhance work, interpreting and using relevant data to enhance knowledge/ expertise |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Exercise autonomy and initiative in managing ethical and professional issues, making a recognisable contribution to the development of new thinking |
| 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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The theory and practice for the module is delivered fully online, using a variety of teaching and learning strategies.
The theory includes the use of interactive asynchronous & synchronous activities via the Virtual Learning Environment (VLE), such as group work and discussion of case studies. The VLE will be used to host live sessions where students can come together in order to share learning experiences. Content delivery is provided by students given access to a variety of learning and teaching material all available through the University virtual learning environment (VLE).
As theory and practice are closely interrelated in this module, the module team will provide support throughout the module. Students are encouraged to reflect on practice situations which will assist them to develop their practice.
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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) |
| Asynchronous Class Activity | 35 |
| Personal Development Plan | 5 |
| Tutorial/Synchronous Support Activity | 10 |
| Independent Study | 150 |
| 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:
T.C., Gardiner, K., Harrington, J.M. (2010) Occupational Health. (5th Ed). London: Blackwell Scientific Publications.
Black, C. (2008) Working for a Healthier tomorrow: A review of the Health of Britain’s Working Age Population. HM Government. www.workingforhealth.gov.uk )
Department of Health. (2008) Improving health and work: changing lives. HM Government.
www.workingforhealth.gov.uk [accessed 04.02.16]
Kloss, D. (2020) Occupational Health Law. (6th Ed). London: Blackwell
Lewis, J., Thornbury, G. (2010) Employment Law and Occupational Health: A Practical Handbook. Oxford: Blackwell.
Lewis, R., Zibarras, L. (Eds). (2013). Work and Occupational Psychology. London: Sage.
NMC. (2008) Standards to support Learning and Assessment in Practice. NMC London.
www.nmc-uk.org )
Oakley, K. (2008) Occupational Health Nursing. (3rd Ed). London: Whurr.
Palmer, K., Cox, R., Brown, I. (eds) (2019) Fitness for Work: The Medical Aspects. 6th Ed, Oxford: Oxford Press.
Sadhra, S., Bray, A. & Boorman, S. (eds) (2022) Oxford Handbook of Occupational Health. (3rd Ed) Oxford: Oxford University Press
Thornbury, G., Everton, S. (Eds). (2018) Contemporary Occupational Health Nursing: A Guide for Practitioners. (2nd Ed) Oxon: 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 |
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Supplemental Information
| Programme Board | Midwifery & Specialist Nursing |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Midwifery&Specialist Nursing L9-11 |
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| Moderator | Ruth Astbury |
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| External Examiner | C Best |
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| Accreditation Details | NMC |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Summative Assessment 1: Poster Presentation
Students will be required to submit a poster presentation having chosen a contemporary area of practice (this will be under discussion and guidance of both their Practice Teacher and Module Leader). |
Summative Assessment 2: Written Assignment
A written 3000 word case study (+10%) in relation to the management/ care of a client or group that they have worked with in practice applying critical thinking and evidenced based practice.
The assessments for this module has two components. To successfully complete the module all components must be individually passed at 40%.
This is to comply with NMC Quality Assurance Framework for Nursing and Education (2013, updated 2017) and to UWS Regulatory Framework.
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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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The School of Health and Life Sciences believes that education and practitioner diversity are central to achieving quality of care.
Within the module, quality of care, inclusiveness and employability are achieved by:
• Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to students and prospective students;
• Promotion of confidence and knowledge of their rights as a student and employee;
• Promotion of respect and knowledge of client diversity, their needs, rights and associated practitioner responsibilities.
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
Students enrolling on the programme are already employed and therefore any disability or employability issues will be managed within the student’s employment. The programme team will work closely with the Disability Support team within the University and the student’s employer to facilitate learning and teaching.
To enable the module to be responsive to the demand for equality and diversity, procedures and processes have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders through the life of the module is also central to meeting commitments. Further detail is available in the specific section of the Programme Specification
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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