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Session: 2022/23
Last modified: 12/08/2022 10:47:03
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Title of Module: Oral Health Promotion |
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Code: VHNM09003 |
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: | Claire
Manning |
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| Summary of Module |
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The treatment of oral disease within dentistry is still a main focus for dental team with treatment incurring a significant financial cost to the National Health Service.
It is recognised that poor oral health is multi factorial and can have a significant impact on general health and wellbeing. Oral health promotion has the potential to support clients in making informed choices to improve their overall health and wellbeing.
This module is designed to develop the skills, knowledge and expertise of dental nurses to enable them to critically evaluate and analyse the deterministic influences of general and oral health. Evaluation and identification of these determinants and characteristics will enable the dental nurse to use initiative and independence and influence the planning and delivery of oral health promotion activities targeted at a range of individual clients. In addition, critical understanding of teaching and health promotion methods/models; the role of health promotion; and concepts of health/oral health, in the context of client education, will be developed to support learner judgement. This will influence the delivery of holistic oral health advice across a variety of client groups. The student will be expected to critically evaluate and apply contemporary approaches whilst delivering and educating a specific oral health topic and will participate in the assessment, planning, implementation, evaluation and management of people with a range of dental care needs. This will include people who demonstrate a degree of unpredictability in their care.
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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.
Critically analyse models and concepts of health and oral health promotion.
L2.
Critically evaluate the deterministic influences of health and oral health and their effects on general health and wellbeing.
L3.
Demonstrate ability to develop and promote an oral health promotion activity underpinned by contemporary research and practice.
L4.
Evaluate learning and teaching methodologies in the context of client oral health education.
L5.
Apply knowledge and skills of health education and well-being to clients with an oral health need in the professional context. |
| 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.
Demonstrate a critical understanding of the principles and concepts of health promotion, education, prevention, protection and empowerment. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Demonstrate the use of a significant range of the principle skills, techniques and practices relating to improvement methodologies.
Demonstrate creativity in the application of knowledge, understanding and practice.
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| Generic Cognitive skills |
SCQF Level 9.
Critically analyse health promotion issues at local, national and international levels.
Plan and evaluate health promotion activities according to individual needs.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Undertake critical evaluations using a range of numerical and graphical data.
Search literature and present information using technology.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Assess, plan, implement and evaluate an independent health promotion activity.
Practice in ways which draw on critical reflection on own and others roles and responsibilities.
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| 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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A variety of learning and teaching strategies will be utilised including lectures, workshops, tutorials, enquiry based learning and simulated practice. Support and guidance will be available from the module team. Additional support for teaching and learning can be individualised for those students with enabling support needs.The learning and teaching strategies on this module contribute to the development of UWS graduate attributes as outlined in “I am UWS” see link:
https://www.uws.ac.uk/current-students/your-graduate-attributes/
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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 | 13 |
| Tutorial/Synchronous Support Activity | 20 |
| Independent Study | 164 |
| Asynchronous Class Activity | 1 |
| Personal Development Plan | 2 |
| 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:
Aggarwal, V.P. Mathur, A. (2019) Oral Health Promotion. Mauritius: Lambert Academic Publishing
Chapman, A. & Felton, S.(2021) Basic Guide to Oral Health Education and Promotion( Basic Guide Dentistry Series) 3rd ed. Oxford Sussex: John Wiley & Sons Inc
Di Clemente, R.J. Crosby, RJ. and Keglar, M. (2009) Emerging Theories in Health Promotion Practice and Research, 2nd ed. West Sussex:John Wiley & Sons.
Ewles, L. and Simnett, L. and Parish, R. (2017) Promoting Health: A Practical Guide. 7th ed. London: Elsevier Ltd.
Green, J., Cross., R. Woodall,J. & Tones, K. (2019) Health Promotion-Planning and Strategies.4th ed. London: Sage Publications.
Hubley, J., Copeman,J. & Woodall, J. (2020) Practical Health Promotion. 3rd ed. Cambridge: Polity Press.
Naidoo, J. and Wills, J. (2016) Foundations for Health Promotion. 4th ed. London: Elsevier Ltd.
Pritchard, A. (2014) Ways of Learning. 3rd ed. Oxon: Routledge.
Scottish Government (2010) The Healthcare Quality Strategy for NHS Scotland. Edinburgh: Scottish Government.
Scottish Government (2018) Oral Health Improvement Plan Edinburgh: Scottish Government.
Websites:
www.healthscotland.com
www.nes.scot.nhs.uk
www.show.scot.nhs.uk
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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 DAB |
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| Moderator | Kate Wilson |
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| External Examiner | V Hewson |
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| Accreditation Details | |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| oral assessment |
(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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Please see NCL's equality and diversity policy:
http://www.nclanarkshire.ac.uk/us/media-centre/downloads/equality-diversity-downloads
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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