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Session: 2022/23
Last modified: 01/03/2022 15:39:56
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Title of Module: Dementia Care Principles |
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Code: NURS11018 |
SCQF Level: 11
(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: | Raymond
Duffy |
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| Summary of Module |
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This module aims to equip students with the knowledge to critically analyse a number of different views and approaches that have been used to make sense of the experiences of people living with dementia. Fostering rights and values-based approaches to working with people living with dementia, their friends and family; students will be given the opportunity to develop themselves as potential dementia friendly citizens. The module will include an examination of medical, psychosocial, cultural, environmental and economic approaches, as well as looking at key integrity-promoting concepts which embrace ideas of citizenship and equality. These include person-centred, relation-centred and palliative support approaches to care.
This module intends to generate an alternative frame of reference for health professionals. It will explore what is known about the subjective experience of dementia and a global approach to addressing the care needs of people living with dementia within their own professional practice.
Students will develop UWS graduate attributes including critical, analytical, enquiring thinking and cultural awareness. Students will be research minded, digitally literate, motivated, creative and resilient, leading to sucess and enhanced work related opportunities.
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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.
Critically examine the influence of current knowledge regarding the neurological, physiological and medical basis of the dementia syndrome
L2.
Evaluate a range of biopsychosocial concepts and approaches aimed at supporting the outcomes and aspirations of people living with dementia.
L3.
Discuss and analyse ethical issues in care and research that concern rights-based, participatory approaches to people living with dementia.
L4.
Critically reflect on your leadership role as a person who could ensure members of a health and social care team are effective when delivering compassionate person-centred care. |
| 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 11.
Raising critical awareness of contemporary issues in dementia care and analysis of relevant conceptual frameworks.
Understanding the impact that specific views of the illnesses involved have on care delivery for those living with dementia.
Synthesising the key concepts that underpin modern dementia care |
| Practice: Applied Knowledge and Understanding |
SCQF Level 11.
Being able to demonstrate creative and innovative approaches to dementia practice development.
Relating key concepts examined to a variety of possible dementia care settings.
Explaining how the use of a variety of rights-based and person-centred approaches to care can contribute to the health and well-being of people living with dementia and their significant others.
Developing greater assertiveness skills through an improved understanding of rights-based and participatory forms of care and the contribution that this view can make to the quality of life of those who live with dementia. |
| Generic Cognitive skills |
SCQF Level 11.
Critically reflecting, reviewing and extending knowledge of issues in dementia care.
Identifying evidence of stigma and discrimination in society and health and social care that can affect those living with dementia and analyse the impact that this may have within their workplace.
Making use of a variety of evidence-based resources that may assist in decision making in the workplace. |
| Communication, ICT and Numeracy Skills |
SCQF Level 11.
Demonstrating an ability to communicate effectively with people living with dementia, their carers and other healthcare professionals.
Critically reflecting on your own interpersonal and inter-professional communication skills.
Developing further library, e-library and online searching and retrieval skills
Improve word processing and spreadsheet usage skills. |
| Autonomy, Accountability and Working with others |
SCQF Level 11.
Addressing ethical and professional issues that may arise in caring for people living with dementia and their natural supporters and significant others.
Promoting the use of current best practice in dementia care.
Working effectively with others to provide good quality care for people living with dementia, their carers, natural supporters and significant others.
Critically reflecting on, identifying and addressing their own learning needs and the needs of others within their workplace. |
| 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 the master's level attributes of learners and stimulate reflective and critical thinking. 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 and problem-based learning. Our online learning will also utilise video, podcats and wecasts 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) |
| Asynchronous Class Activity | 48 |
| Tutorial/Synchronous Support Activity | 6 |
| Personal Development Plan | 6 |
| Independent Study | 140 |
| 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:
Alzheimer’s International (2015) World Alzheimer Report 2015 - The Global Impact of Dementia: An analysis of prevalence, incidence, cost and trends. London, Alzheimer’s Disease International. Available at: http://www.alz.co.uk/research/world-report-2015
Alzheimer’s International(2016) World Alzheimer Report 2016 - Improving healthcare for people living with dementia: Coverage, quality and costs now and in the future. London, Alzheimers Disease International. Available at https://www.alz.co.uk/research/world-report-2016
Care Inspectorate (2017) My Life, My Care Home: The experiences of people living with dementia in care homes in Scotland. Dundee, Care Inspectorate. Available at: http://hub.careinspectorate.com/media/620011/dementia-ifa-final.pdf
Cross-Party Group in the Scottish Parliament on Alzheimer’s (2009) Charter of Rights for People with Dementia and their Carers in Scotland. Alzheimers’ Scotland. Available at: http://www.dementiarights.org/charter-of-rights/
Department of Health (2016) Making a difference in dementia, nursing vision and strategy: refreshed edition. London Department of Health Available at: https://www.gov.uk/government/publications/dementia-nursing-vision-and-strategy
Department of Health Older People and Dementia Team (2016) Prime Minister’s Challenge on Dementia: Prime Minister’s Challenge on Dementia 2020: Implementation Plan. London, Department of Health. Available at https://www.gov.uk/government/publications/challenge-on-dementia-2020-implementation-plan
Jackson G., Tolson D. (Eds) (2019) Textbook of Dementia Care: An Integrated Approach. London, Routledge.
James, J., Knight, J., Cotton, B., Freyne, R., Pettit, J. and Gilby, L. (2017) Excellent Dementia Care in Hospitals: A Guide to Supporting People with Dementia and their Carers. Jessica Kingsley Publishers.
National Institute for Health and Care Excellence (2018) NG97: Dementia: assessment, management and support for people living with dementia and their carers. Available at: https://www.nice.org.uk/guidance/ng97
NHS Education Scotland and the Scottish Social Services Council (2021) Dementia - health and social services staff: framework - Promoting Excellence 2021. Available at: https://www.gov.scot/publications/promoting-excellence-2021-framework-health-social-services-staff-working-people-dementia-families-carers/
Scottish Government (2017) Scotland’s National Dementia Strategy 2017-2020. Edinburgh, Scottish Government. Available at: http://www.gov.scot/Resource/0052/00521773.pdf
Scottish Government and the Mental Welfare Commission for Scotland (2011) Standards of Care for Dementia in Scotland, Edinburgh, Scottish Government. Available at: https://www.gov.scot/publications/standards-care-dementia-scotland-action-support-change-programme-scotlands-national-dementia-strategy/
Resources from the following organisations may also prove helpful:
Alzheimer Scotland at: www.alzscot.org
Alzheimer Society at: http://www.alzheimers.org.uk
Alzheimer Disease International: https://www.alzint.org/
Alzheimer Research Forum: http://www.alzforum.org/
Cochrane Dementia and Cognitive Improvement Group: http://dementia.cochrane.org/
Mental Welfare Commission for Scotland at: http://www.mwcscot.org.uk
Social care Institute for Excellence (SCIE) Dementia gateway at https://www.scie.org.uk/dementia/
Scottish Commission for the Regulation of Care at: http://www.carecommission.com
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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:
Regular interaction with the University VLE to access learning resources, and completion and submission of the module assessments on time (or at a specified time agreed with the Module coordinator). If submission proves not to be feasible then use of the extenuating circumstances procedure would be expected. See: https://www.uws.ac.uk/current-students/supporting-your-studies/exams-assessment-appeals/academic-appeals-extenuating-circumstances/
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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 L9-11 |
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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 | 2.11 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Written Assignment 1: Up to a maximum of 1,500 words |
| Written Assignment 2: Up to a maximum of 3,000 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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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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