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Session: 2022/23
Last modified: 18/01/2023 12:43:21
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Title of Module: Understanding Self and Society |
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Code: NURS07045 |
SCQF Level: 7
(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: | Allan
Donnell |
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| Summary of Module |
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This module explores the contribution of sociology and psychology to the understanding of human development, across the lifespan. It focuses both on the student's own development and on the broader aspects of the determinants of health and illness within a range of of social and cultural contexts.
The module also explores conceptualisations of mental health to provide students with an underpinning knowledge of a range of interventions used in the field of mental health care. biological, behavioural, cognitive, humanistic and socio-cultural models of mental health will be examined. The concept of the therapeutic use of self is introduced and, through simulated practice and reflection on their own health related behaviours, the module explores how they may help others to adopt a healthy lifestyle
UWS Graduate attributes of cultural awareness, social resposibility and effective communication are highlighted in this module that also encourages students to work collaboratively.
- The module comprises 7 weeks of campus based and eLearning activities followed by a review session towards the end of the first term. As this is one of the first modules in the programme the purpose is to introduce the student to the discipline of mental health nursing and to provide an opportunity to begin to examine concepts such as personhood, identity, culture and the social construction of reality.
- The module begins with an examination of the self and looks at the factors that shape each of our personalities. The self in society is examined and an exploration of cultural and social determinants of self will encourage the student to study the individual and communities both subjectively through reflection and the use of narrative and objectively through examination of data.
- Skills will be developed through simulation and practice. A detailed mapping tool provides information on the NMC annexes to be covered in this module.Specific Annexe A & B skills for this module are detailed in the programme skills schedule and preload is related to reflection, communication in teams and with stakeholders, stress and distress, de-escalation skills, record keeping (digital health systems)
- Programme threads on Childhood and adolescent development, learning disabilities, older adults in society including living with dementia will inform module content.
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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.
Outline the main sociological and psychological theories in relation to the understanding of human development and mental well being.
L2.
Demonstrate foundational knowledge of conceptualisations of mental health and illness based on these theories.
L3.
Demonstrate self-awareness and empathy in clinical contexts through peer review and skills simulation.
L4.
Demonstrate understanding of the demands and impacts of professional practice on self and sources of support to manage development and resilience. |
| 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 7.
Understanding the development of psychology and sociology as disciplines.
Understanding different models and approaches used to explore human behaviour (behavioural, cognitive, psychodynamic, humanistic models).
Developmental psychology including social and emotional development and personality development.
Understanding sociological concepts including social stratification, role theory, deviance, stigma.
The role of art and literature in understanding personhood. |
| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Applying key sociological and psychological theories to an understanding of one's own identity and personality development.
Application of social and psychological theories to an understanding of change management and quality improvemen
Developing self awareness and reflective skills to enahnce personal development.
Demonstrating empathic responses to promote therapeutic relationships and the therapeutic use of self. |
| Generic Cognitive skills |
SCQF Level 7.
Developing skills of self-awareness and reflection to clarify personal values and beliefs that may affect care.
Developing self-confidence and self-awareness of strengths to be able to enhance the therapeutic relationship. |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Presenting and evaluating the information and ideas discussed within the module to a variety of audiences and in a range of settings.
Understanding numerical and graphical information when examining evidence.
Developing IT skills to support learning and professional practice. |
| Autonomy, Accountability and Working with others |
SCQF Level 7.
Exercising autonomy, initiative and accountability in relation to personal and professional development.
Take responsibility for the evaluation of the work of self and others in defined areas of work and provide constructive feedback to colleagues.
Demonstrating knowledge of a range of professional, ethical and legal considerations which inform professional practice.
Work collaboratively and cooperatively with a range of people to examine self and others .
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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 methods will be used to facilitate achievement of the learning outcomes. Modified lectures introduce students to key concepts and open up key areas for further exploration and development. Learning is enhanced through the use of self-reflection, peer evaluation and role rehearsal supported by simulation technology where appropriate. Extensive and structured e-learning activities will enable students to prepare for practice and develop their critical understanding. Group-work will be an important aspect of the workshops where students will rehearse the skills required of a mental health nurse in a safe and supported environment. In addition, students will be required to carry out independent learning.
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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 | 6 |
| Tutorial/Synchronous Support Activity | 18 |
| Laboratory/Practical Demonstration/Workshop | 12 |
| Personal Development Plan | 6 |
| Asynchronous Class Activity | 44 |
| Independent Study | 114 |
| 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:
Barry, A. and Yuill, C. (2016) Understanding the Sociology of Health. An Introduction. 4th ed. London: Sage Publications.
Denny, E., Earle, S. and Hewison, A. (eds.) (2016) Sociology for Nurses. 2nd ed. Cambridge: Polity Press.
Goodman, B. (2015) Psychology and Sociology in Nursing. 2nd ed. London: Sage Publications.
Gross, R. and Kinnison. (2014) Psychology for Nurses and Health Professionals. 2nd ed. London: Taylor Francis Group.
Macionis, J. (2015) Sociology: a global introduction. [Online] Available: http://libcat.uhi.ac.uk/record=b1775951~S18 [Accessed: 13 February 2017].
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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 | Mental Health Nursing & IP |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | MHN&IP L7-8 |
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| Moderator | Garry Collins |
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| External Examiner | M Rice |
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| Accreditation Details | NMC |
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| Version Number | 1.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students will provide a reflective exploration of 1500 words, reflecting on psychological and social factors which contribute to personal and professional development. (60%) |
A Group presentation lasting no more than 20 minutes based on a topic or concept from the module outlining its relevance to mental health practice. Each individual's contribution will be assessed. (40%)
All assessment components must be passed at 40% to achieve an overall pass in this module. |
(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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For students who have disclosed a disability, the UWS Disability Service (DS) will assess the individual’s strengths and support needs and then forward a Student Support Form to the appropriate DS Co-ordinator who will circulate the form to all of the relevant teaching staff. ‘Reasonable adjustments’ may include adapted or specialised clinical equipment (e.g. electronic stethoscope, coloured overlays) or further specialist assessment or support (e.g. assessment by an Educational Psychologist, extended time for presentations or assessments). If funding is required, this can be organised by the DS and funded by the School. Reasonable adjustments, in line with DS recommendations for the assessment of the individual student can be assured.
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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