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Module Descriptors

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Session: 2022/23

Last modified: 08/03/2022 18:49:05

Title of Module: Contemporary advanced dementia care

Code: NURS11127 SCQF Level: 11
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Anna  Jack-Waugh

Summary of Module

With an interprofessional focus, this module will support students to develop an understanding of dementia strategies, legislation and research on advanced dementia from across Europe.  Sharing knowledge and experience of the care and support that people with advanced dementia and their families receive in different contexts is a key aim of module design.

Advanced dementia is understood in different and diverse ways across Europe. Although unique to the individual, it is a phase of the illness that can last for many months or years and is under-recognised in the research literature. Advanced dementia is characterised as a complex experience, associated with complex and emotionally demanding decisions that involve the individual with dementia, their family and professionals.  Health and social care professionals require an interdisciplinary approach to gain necessary knowledge and skills to lead and implement a biopsychosocial, spiritual and existential approach to improving the experience of living with advanced dementia.

At the core of this module are case studies exploring the experience of advanced dementia care from the perspective of the person with advanced dementia, their families and caregivers in different European countries.  Students will develop a critical understanding of working in partnership with other professional groups, people with dementia and their families. Students will develop an enhanced understanding of inter-professional values, and how these influence the contemporary care and support people with advanced dementia and their families receive.

This module contributes to the achievement and development of all UWS graduate attributes across the Universal, Work-ready and Successful spheres.

  • This module has been developed as part of the Dementia Palliare project which aims develop interprofessional experiential learning in order to equip the qualified dementia workforce across Europe to champion evidence-informed improvements to advanced dementia care and family caring.


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. Analyse and discuss the influence of dementia strategies, policies and related legislation in different contexts and countries

L2. Critically appraise the experience of receiving and/or delivering care and support among people with advanced dementia and their families

L3. Critically reflect on contemporary inter-professional and societal values in advanced dementia care

L4. Analyse and discuss the contemporary research and evidence focussing upon the experience of advanced dementia care for people with dementia and their families

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 11.

Demonstrate extensive knowledge and critical theory of contemporary concepts in relation to advanced dementia
Critically appraise experience of care
Demonstrate cognisance of changing needs among different cultures and in different contexts

Practice: Applied Knowledge and Understanding SCQF Level 11.

Source, apply and demonstrate use of specialised research literature and materials associated with the subject
Further enhance professional development through reflection on values in professional and personal contexts

Generic Cognitive skills SCQF Level 11.

Apply critical analysis, evaluation and synthesis to contemporary issues affecting people with advanced and advancing dementia.
Develop creative and original responses to presenting issues.
Identify, conceptualise and define new and abstract problems and issues.

Communication, ICT and Numeracy Skills SCQF Level 11.

Use a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Undertake critical evaluations of a range of statistical and graphical data.
Communicate using appropriate method to a range of audiences with different levels of expertise.

Autonomy, Accountability and Working with others SCQF Level 11.

Demonstrate critical understanding of own and others roles and responsibilities.
Deal with complex ethical issues in relation to promoting the autonomy of individuals in advanced dementia

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
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)
Independent Study140
Tutorial/Synchronous Support Activity6
Personal Development Plan6
Asynchronous Class Activity48
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:

Jackson, G. and Tolson, D. E. (2019) Textbook of Dementia Care: an integrated approach. Oxon: Routledge.

Loveday, B. (2012) Leadership for Person Centred Care. London:Jessica Kingsley. (ebook) http://libcat.uhi.ac.uk/record=b1564817~S18

Kurrie, Brodaty and Hogarth (2012) Physical Comorbidities of Dementia. Cambridge: Cambridge University Press. (ebook)


Dementia Palliare Best Practice Statement https://www.researchgate.net/publication/304252179_Dementia_Palliare_Best_Practice_Statement

Van Der Steen, J. T., Radbruch, L., Hertogh, C. M., De Boer, M. E., Hughes, J. C., Larkin, P., Francke, A. L., Junger, S., Gove, D., Firth, P.,
Karlsson, Staffan, et al. "Dementia care in European countries, from the perspective of people with dementia and their caregivers." Journal of advanced nursing 71.6 (2015): 1405-1416. [online access]

Sandvide, A., Hanson, E., Waugh, A.,Jackson, G., de Abreu, W., MacRae, R. and Tolson, D (2015) A literature review: experiences of advanced dementia www.uws.ac.uk/palliareproject

UK Dementia strategies https://www.alzheimers.org.uk/ndstrategies

Downs, M (2014) Excellence in dementia care research and practice (2nd ed). Berkshore: McGraw Hill Education: Open University Press. (ebook)

Resources from the following organisations may also prove helpful:
Alzheimer Scotland at: www.alzscot.org
Alzheimer Society at: http://www.alzheimers.org.uk
Alzheimer Disease International: https://www.alzint.org/
Alzheimer Research Forum: http://www.alzforum.org/
Cochrane Dementia and Cognitive Improvement Group: http://dementia.cochrane.org/
Mental Welfare Commission for Scotland at: http://www.mwcscot.org.uk
Social care Institute for Excellence (SCIE) Dementia gateway at https://www.scie.org.uk/dementia/
Scottish Commission for the Regulation of Care at: http://www.carecommission.com


(**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:
Regular interaction with the University VLE to access learning resources, and completion and submission of the module assessments on time (or at a specified time agreed with the Module coordinator). If submission proves not to be feasible then use of the extenuating circumstances procedure would be expected. See: https://www.uws.ac.uk/current-students/supporting-your-studies/exams-assessment-appeals/academic-appeals-extenuating-circumstances/

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Supplemental Information

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

1.08

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Assessment: (also refer to Assessment Outcomes Grids below)

All assessments should be completed in line with the UWS regulatory framework.
Formative
Complete the supportive learning activity on Dementia Palliare Community of Practice (COP):
Source a piece of information that discusses (e.g. blog, article, chapter) contemporary issues in advanced dementia care outwith your country.
Use the discussion board to identify the key points raised and the implications they have for contemporary inter-professional advanced dementia care in that country.


Summative (assessed 100%)
Using two of the case studies provided from different European countries critically analyse the interprofessional experience of individuals receiving advanced dementia care and the support of their family utilising a contemporary evidence base (4500 words)

(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
Essaycheck markcheck markcheck markcheck mark1000
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
Students must be able to access and use appropriate IT equipment to gain access to both the University Virtual Learning Environment, student e-mail and the internet resources available to all enrolled students.

At UWS and within the School of Health and Life Sciences we are committed to advancing and promoting equality and diversity in all of our activities and aim to establish an inclusive culture, free from discrimination and based upon the values of fairness, dignity and respect. We do this by promoting equality, valuing diversity and communicating the importance of dignity both at work and study.
We are committed to enhancing wellbeing; (see https://www.uws.ac.uk/current-students/supporting-your-health-wellbeing/ and have the structures, leadership and support in place to embed equality, diversity and inclusion into everything we do.
For further information, 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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