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Session: 2022/23
Last modified: 14/03/2022 13:43:57
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Title of Module: Professionalism in Health and Social Care |
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Code: NURS09227 |
SCQF Level: 9
(Scottish Credit and Qualifications Framework) |
Credit Points: 10 |
ECTS: 5
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Christopher
Mafuva |
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| Summary of Module |
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To work effectively and efficiently in health and social care the worker requires to understand how such services are organised and delivered in order to meet the needs of service users. In addition health and social care personnel need to possess a recognised skill set to allow them to provide high quality and compassionate person-centred care.
This module is suitable for students who currently work or aspire to work in a health and social care role where a professional qualification is not required.
This module acts as a springboard into the others in the programme which look at specific illnesses and healthcare issues. This modules sets the scene for this by providing insight into how health and social care is delivered at a national and local levels. Key concepts which underpin health and social care delivery, such as person-centred care; inter-professional working, equality and diversity and ethically sound care will be reviewed. The professional values, attributes and behaviours required of health and social care personnel will be explored in relation to compassion and emotional intelligence.
As part of the Professional Health Studies programme this module aims to help students to become graduates who are emotionally intelligent, culturally aware, ethically minded, collaborative, socially responsible, autonomous and resilient. Such attributes will have a direct impact on the quality of care they provide and enable them to further their carer in health and social care.
This module is fully theoretical and does not have any placements.
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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 how health or social care services are organised and delivered nationally and locally.
L2.
Critically discuss the professional issues within contemporary health and social care.
L3.
Identify the knowledge, skills and attributes that health and social care workers need to possess to work effectively and efficiently in the sector. |
| 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.
Demonstrating an understanding of the evidence base that underpins the provision of health and social care. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Utilising a range of interpersonal skills to influence and promote evidence based practice in person-centred care;
Utilising knowledge to contribute to and challenge suboptimal care practices.
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| Generic Cognitive skills |
SCQF Level 7.
Critically analysing and evaluating current research and information to support best practice in health and social care. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Utilising IT and web searching skills to support the development new knowledge about health and social care. |
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Understanding of how autonomy, accountability and working with others affect the quality of person-centred health and social care. |
| 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 may be delivered as a hybrid learning module.
Hybrid learning students will participate in a range of synchronous and asynchronous activities supported by the quality assured resources and the current VLE.
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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 | 10 |
| Tutorial/Synchronous Support Activity | 5 |
| Asynchronous Class Activity | 3 |
| Independent Study | 79 |
| Personal Development Plan | 3 |
| 100
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 essential reading.
Barnard, A. (ed) (2011) Key Themes in Health and Social Care: A Companion to Learning. London, Routledge.
Glasby, J. (2017). Understanding Health and Social Care 3rd Edition. Bristol: Policy Press.
Sanderson, H. and Lewis, J. (2012) A Practical Guide to Delivering Personalisation: Person-centred Practice in Health and Social Care. London, Jessica Kingsley.
Seedhouse, D. (2009) Ethics: The Heart of Healthcare. Chichester, Wiley Blackwell.
In addition to these texts students will be directed to a wide range of international, national and local information to support the module content and learning outcomes.
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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 | Stephen Holmes |
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| External Examiner | L Galloway |
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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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This module is formatively assessed by individual learning activities that are embedded within each of the learning units. This may be achieved through discussion or structured activities in the class room and remotely via the module VLE.
The summative assessment for this module has one category of assessment and is worth 100% of the assessment total.
Category 1: Poster – 100% (equiv of 2000 words)
Each student will develop a poster which focuses on the organisational and professional issues of providing person-centred care.
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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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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. Where modules require practical and/or laboratory based learning or assessment required to meet accrediting body requirements the University will make reasonable adjustment such as adjustable height benches or assistance of a ‘buddy’ or helper.
Please refer to the UWS Equality and Diversity Policy at the following link: UWS Equality and Diversity Policy
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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