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Module Descriptors

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Session: 2022/23

Last modified: 15/03/2022 13:36:54

Title of Module: The Context of Integration

Code: NURS09237 SCQF Level: 9
(Scottish Credit and Qualifications Framework)		 Credit Points: 20 ECTS: 10
(European Credit Transfer Scheme)
School:School of Health and Life Sciences
Module Co-ordinator:Helen  Rainey

Summary of Module

This module will provide students with the opportunity to explore the context around the current discourse in relation to the delivery of integrated care and support.

Key concepts and contexts from a national and international perspective will be explored. This will be further developed through critical analysis of policy and the contemporary discourse around theories, approaches, and perspectives for the delivery of integrated care and support.

The students will examine the provision of integrated care and support in their local area highlighting the benefits and challenges in service provision.

As a result, the module will support students to develop a number of characteristics which contribute to the UWS Graduate Attributes of 'UNIVERSAL'-critical thinking, analytical, inquiring, culturally aware, ethically-minded, culturally aware, collaborative, research minded and socially responsible; 'WORK-READY'-knowledgeable, digitally literate, effective communicator, motivated, enterprising;  AND 'SUCCESSFUL'- autonomous, innovative, creative, imaginative, resilient and transformational.

 


Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-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.


Campus(es) for Module Delivery
The module will normally be offered on the following campuses / or by Distance/Online Learning: (Provided viable student numbers permit)
Paisley:Ayr:Dumfries:Lanarkshire:London:Distance/Online Learning:Other:
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Term(s) for Module Delivery
(Provided viable student numbers permit).
Term 1

 

Term 2check markTerm 3

 

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Learning Outcomes: (maximum of 5 statements)

On successful completion of this module the student will be able to:

L1. Explore the current discourse and political context in the delivery of integrated care and support from a national and international perspective.

L2. Critically review theories, approaches, and perspectives in the delivery of integrated care and support.

L3. Examine the provision of integrated care and support within their local area.

Employability Skills and Personal Development Planning (PDP) Skills
SCQF Headings During completion of this module, there will be an opportunity to achieve core skills in:
Knowledge and Understanding (K and U) SCQF Level 9.

Understanding of the current discourse and political context in the delivery of integrated care and support

Awareness and understanding of current discourse around integrated care and support from a national and international perspective

Practice: Applied Knowledge and Understanding SCQF Level 9.

Appraising theories, approaches, and perspectives in the delivery of integrated care and support.

Explore the provision of integrated care and support within their local area

Generic Cognitive skills SCQF Level 9.

Students will be encouraged to critically identify and utilize information from a range of sources.

Communication, ICT and Numeracy Skills SCQF Level 9.

Using of technology to support the development of an online presentation

Using of Internet and library searches to obtain data.

Interpretating of numerical and graphically presented data.

Autonomy, Accountability and Working with others SCQF Level 9.

Demonstrating a clear understanding of the one’s own and others’ roles, responsibilities and contributions in delivering integrated services.

Working effectively with others to provide quality integrated care for people and organisations.

Pre-requisites: Before undertaking this module the student should have undertaken the following:
Module Code:
Module Title:
Other:
Co-requisitesModule Code:
Module Title:

* Indicates that module descriptor is not published.

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Learning and Teaching
This module will be delivered using a hybrid approach to learning using synchronous and asynchronous activities. There will be weekly timetabled sessions which will consist of eLearning with some ‘coffee and chat’ support sessions available; synchronous activities and guest speaker ‘in converstions’ via MS Teams; and on-campus consolidation and networking sessions
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 Delivery12
Asynchronous Class Activity84
Tutorial/Synchronous Support Activity12
Personal Development Plan12
Independent Study80
200 Hours Total

**Indicative Resources: (eg. Core text, journals, internet access)

The following materials form essential underpinning for the module content and ultimately for the learning outcomes:

There are no essential core reading materials for this module. The following reading list is recommended to support the content of this module and its learning outcomes

Amelung, V., Stein, V., Goodwin, N., Bolicer, R. Nolte, E. and Suter, E. (2021) Handbook Integrated Care.2nd edn. London: Springer

Ham, C., Heenan, D., Longley, M. and Steel, D. (2013) Integrated care in Northern Ireland, Scotland and Wales. Lessons for England. London: The Kings fund

Miller, R., Brown, H. and Mangan, C. (2016) Integrated Care in Action. London: Jessica Kingsley Publishers

Pears, R. and Shields, G. (2019) Cite then right, the essential referencing guide. 11th ed. London: Macmillan study skills

Watson, J. (2012) Integrating health and social care from an international perspective. London: The International Longevity Centre.

WHO Europe (2016) Integrated care models: an Overview. Copenhagen: WHO.

Other relevant websites and journals

(**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)

Engagement Requirements

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 BoardMental Health Nursing & IP
Assessment Results (Pass/Fail) No
Subject PanelMHN&IP L9-11
ModeratorBryan Mitchell
External ExaminerE Mistry-Jackson
Accreditation Details
Version Number

1.02

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Assessment: (also refer to Assessment Outcomes Grids below)
Component 1
Webinar presentation - 100% of module mark
(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.)

Assessment Outcome Grids (Footnote A.)

Component 1
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Weighting (%) of Assessment ElementTimetabled Contact Hours
Presentationcheck markcheck markcheck mark1000
Combined Total For All Components100% 0 hours

Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above

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Note(s):
  1. More than one assessment method can be used to assess individual learning outcomes.
  2. 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.

Equality and Diversity

Within the module equality and diversity is at the heart of the module – recognising that this is key to the student experience within the module.
Through the hybrid approach taken within the module that the module is inclusive and supports the belief of fairness and equal opportunities across the teaching and learning, assessment, and evaluation process within the module. This is further supported by any anticipatory adjustments and additional flexibility that is required to ensure accessibility of the module.

All students are encouraged to ensure disclosure disability and any specific individual needs is taken cognisance by the module team.

To ensure the module is responsive to the demand for equality and diversity, UWS Equality and Diversity Policy is a key driver in the ethos of teaching and learning processes within the module

UWS Equality and Diversity Policy
(N.B. Every effort will be made by the University to accommodate any equality and diversity issues brought to the attention of the School)

2014 University of the West of Scotland

University of the West of Scotland is a Registered Scottish Charity.

Charity number SC002520.

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