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Session: 2022/23
Last modified: 22/11/2022 08:50:30
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Title of Module: Providing skilled personalised dementia care |
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Code: NURS08055 |
SCQF Level: 8
(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: | Rhoda
Macrae |
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| Summary of Module |
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This module will increase students understanding and skills in providing responsive high quality personalised care to people living with dementia. This involves developing a clear understanding of a person's abilities, values, aspirations, interests and tastes and being open to engaging with a person affectively rather than cognitively. This style of caring recognises the needs of the whole person and involves preserving the human rights of those affected.
The two study sessions will be skilled focussed and use a 'Care Empathia' approach to support the skills, knowledge and core values needed to deliver dignified high-quality fundamental care. Simulated, experiential and reflective learning will provide an opportunity to enhance skills in supporting people to eat and drink, providing intimate personal care in a dignified way, learning communication strategies, creating positive environments of care and using positive approaches to care and support. The assessed work will be a reflective portfolio. The aim is to promote excellent dementia care so that the well-being of the person living with dementia and their families are supported and they are confident in the people who care and support them.
This module is suitable for those who have completed a SCQF level 7 in Social Services and Healthcare or equivalent, a PDA in Promoting Excellence Skilled level or nurses who wish to refresh dementia care skills. It will enhance their academic and role related practice skills, understanding of and ability to support the physical, mental and emotional well-being of people living with dementia and offer further professional progression.
- for health or social care staff to further develop or refresh their dementia care skills
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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.
Understand and explain how attitudes, behaviours and the environment can influence the responses of people living with dementia.
L2.
Demonstrate an understanding of how to provide the fundamentals of care in a responsive and person centred way.
L3.
Demonstrate an awareness of their role and responsibility in creating positive environments of care and supporting people’s wellbeing. |
| 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 8.
Showing awareness of person-centred care and how this can be applied to provide good quality care to those with a dementia-causing illness.
Understanding of meeting the needs of the whole person through responsive care and support that involves preserving the human rights.
Demonstrate an understanding of how to provide the fundamentals of care in a responsive and person-centred way.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Understanding the skills and values needed to deliver dignified high quality fundamental care.
Understanding positive approaches to creating positive environments of care and supporting people’s wellbeing.
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| Generic Cognitive skills |
SCQF Level 8.
An ability to review the healthcare received by a person with a dementia-causing illness and discuss how that person’s care could be enhanced.
Identifying evidence of stigma and discrimination in society and healthcare, and how this affects those with a dementia-causing illness in both the community and in care settings.
Making use of a variety of evidence-based resources that may assist them in decision making in the workplace.
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| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Using communication skills appropriately with those who have a dementia-causing illness and their significant others.
Developing interpersonal and inter-professional communication skills.
Utilising IT and web searching skills to support the development of evidence based assessments.
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| Autonomy, Accountability and Working with others |
SCQF Level 8.
Take some responsibility for encouraging the use of current best evidence-based practice in dementia care.
Working effectively with others to provide person-centred care for people with dementia-causing illness and their carers.
Identifying and addressing their own learning needs and supporting the education of others in their workplace.
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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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The learning and teaching has been designed to enhance graduate attributes of learners and stimulate reflective
learning. It is envisaged that a strong student-centred emphasis will ensure that the teaching process will
develop skills that facilitate lifelong learning.
Online Learning:
Participants will be encouraged to take control of their own learning and become self-motivated learners. This approach recognises the wealth of knowledge and richness of experience students may already have at their disposal. Discussion and sharing of experiences will be encouraged in order to capitalise on this. Delivery methods used will include module specific eLearning objects, case studies, reflective practice based learning. Our online learning will also utilise video, webinars and other creative commons resources from a variety of key organisations worldwide involved in dementia care.
Every effort will be made by the University to accommodate any additional support needs that students may have that are brought to the attention of the School. Reasonable adjustments will be made for any student assessed as requiring enabling support strategies to be put in place.
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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 |
| Asynchronous Class Activity | 6 |
| Independent Study | 76 |
| Practice Based Learning | 12 |
| 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:
Downs M and Bowers B (2014) Excellence in Dementia Care: Research into Practice. Open University Press
Wendy Mitchell's Blog; Which Me am I Today? Wendy was diagnosed with Young onset dementia in July 2014, retired in 2015 and has been blogging ever since. https://whichmeamitoday.wordpress.com/
Clare L (2002) We'll fight it as long as we can: coping with the onset of Alzheimer's disease Aging and Mental Health, 6, (2), pp. 139-148
Sharp B K (2017) Stress as experienced by people with dementia: An interpretative phenomenological analysis. Dementia. [Online] Available at https://doi.org/10.1177/1471301217713877
Kirkley C, Bamford C, Poole M, Arksey H, Hughes J. and Bond J. (2011), The impact of organisational culture on the delivery of person-centred care in services providing respite care and short breaks for people with dementia. Health & Social Care in the Community, 19: 438–448. doi: 10.1111/j.1365-2524.2011.00998.x
May H. Edwards P. and Brooker D. (2009) Enriched Care Planning for People with Dementia: A Good Practice Guide for Delivering Person-centred Care (Bradford Dementia Group Good Practice Guides). London, Jessica Kingsley Publishers
Jackson G and Tolson D (Eds) (2019) Textbook of Dementia Care: An Integrated Approach. 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
Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
For the purposes of this module, academic engagement equates to the following:
It is expected that students will attend all scheduled classes or participate with all delivered elements as part of their engagement with their programme of study. Please refer to the UWS regulatory framework.
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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 | Anna Jack-Waugh |
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| External Examiner | L Macaden |
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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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| A 2000 word (+10%) portfolio that provides evidence that the student has met the learning outcomes. The portfolio may include a personal statement, a compilation of reflective pieces gathered from the module learning activities and a summary of learning experiences that illustrates their development. |
| Students must attend both the skills sessions to achieve module credits |
(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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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 |
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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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