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Session: 2022/23
Last modified: 12/12/2022 14:00:31
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Title of Module: Essentials of Dementia Care |
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Code: NURS09229 |
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: | Stephen
Holmes |
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| Summary of Module |
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This module aims to equip health and social care professionals with the essential knowledge and understanding required to provide optimal evidence-based care and support to people with dementia and their families and friends (significant others).
The module begins by exploring our current understanding of dementia, an umbrella term for a cluster of progressive conditions that affect the brain. The module reviews current evidence in the care and support of people with dementia from diagnosis to death and the care and support required by their significant others. Interactive elements of learning will enable students to apply theoretical content to their own practice and that of others to allow them to evaluate the challenges that may prevent the provision of evidence based care to people with dementia and their significant others. Engaging in interactive learning will enable students to be work ready and successful in their career as well as becoming critically thinking graduate.
The module will support health and social care professionals from anywhere in the world and within any care settings in understanding the compexity of dementia through interactive learning activities allowing learners to apply current best practice ideologies to their own role in the workplace. This promotes global citizenship.
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.
Discuss in depth our current understanding of dementia and how this illness challenges society, individuals and service providers.
L2.
Critically analyse and evaluate best practice in the diagnosis, care and support of people with dementia and their significant others.
L3.
Apply theoretical learning to professional practice to deliberate how evidence based care and support can improve the care provided to people with dementia and their significant others. |
| 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.
Knowledge of current dementia strategies and policies.
Understanding of the different types of dementia and how these are diagnosed.
Knowledge and understanding of the impact that a variety of evidence based approaches can have to the provision of care and support to those with dementia and their significant others.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Explaining how the use of strategies and policies can improve the care and support to people with dementia and their significant others.
Debating the challenges that are inherent in providing evidence based dementia care in health and social care practice.
Applying theoretic content to own practice and that of others to promote evidence based practice in dementia care.
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| Generic Cognitive skills |
SCQF Level 9.
Identifying societal and healthcare challenges impact on the care and support provided to people with dementia and their significant others.
Critically reviewing the care and support received by the person with a dementia and their significant others and discussing how the care and support could be enhanced using evidence based approaches.
Making use of a variety of evidence-based resources that may assist decision making in the workplace.
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| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Improving communication within the care team to ensure evidence based dementia care is understood by all.
Developing further library, e-library and on-line searching and retrieval skills.
Improving word processing and spreadsheet usage skills.
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| Autonomy, Accountability and Working with others |
SCQF Level 9.
Promoting the use of current best practice in dementia care.
Working effectively with others to provide evidence based care for people with dementia and their significant others.
Identifying and addressing own learning needs and the needs 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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This module will be delivered by hybrid learning,which optimises both online transmission and on campus tutorials. The module is also delivered online by e-learning.
Students will participate in a wide range of classroom activities which will include lectures, tutorials, discussion, group activities and problem-based learning activities which cover the core quality assured resources received by on-line students. These will be hosted on the module virtual learning environment (VLE). They have access to direct individual and tutorial support from their tutors, will participate in asynchronous discussions, and will be directed to wider reading including access to electronic library and books.
Students supported on-line via the VLE will receive: Core quality assured module resources; individual and group tutorial support by email; synchronous and a-synchronous discussion; directed wider reading including access to electronic library and e-books.
Blended learning students will attend classes but less frequently than in in the face to face delivery. Learning will be support by: the VLE core quality assured module resources; individual and group tutorial support by email; synchronous and a-synchronous discussion; directed wider reading including access to electronic library and e-books.
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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 | 20 |
| Tutorial/Synchronous Support Activity | 10 |
| Independent Study | 158 |
| Asynchronous Class Activity | 6 |
| Personal Development Plan | 6 |
| 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:
There is no core text for this module all of the following are considered essential reading:
Andrews, J. (2015) Dementia: The one-stop guide: Practical advice for families, professionals and people living with dementia and Alzheimer’s disease. London: Profile Books.
Jackson, G.. and Tolson, D. Eds. (2019) Textbook of dementia care: an Integrated Approach. London: Routledge.
Jenkins, C., Keenan, B. and Ginesi, L. (2016) Dementia care at a glance. Chichester: John Wiley.
Rahman, S. and Howard, R. (2018) Essential of Dementia: Everything you really need to know for working in dementia care. London: Jessica Kingsley.
Scottish Social Services Council/NHS Education Scotland (2016) Dementia Skilled Improving Practice. Online, available at: https://www.nes.scot.nhs.uk/media/3558858/Dementia%20Skilled%20Resource%202016%20-FINAL-web.pdf
In addition to these texts students will be directed to a wide range of international, national and local resources 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, 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 | Anna Jack-Waugh |
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| External Examiner | G Bachi |
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| Accreditation Details | |
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| Version Number | 1.03 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Component 1.Case studies
Students will use case studies of individuals of different ages with dementia and produce a written piece of work which will focus on diagnosis, care and support of the person, their families and wider support network using evidenced-based care.
This will contribute 80% to the final module mark and will be equivalent to 3000 words.
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Component 2 Poster
Students will produce an electronic poster demonstrating their current understanding of dementia and how this illness challenges society, individuals and service providers.
This will contribute 20% to the final module mark and will be equivalent to 900 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.)
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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: http://www.uws.ac.uk/equality/" \t "_blank"
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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