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Session: 2022/23
Last modified: 11/01/2022 13:32:19
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Title of Module: Politics and Policy in Health & Social Care |
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Code: NURS08039 |
SCQF Level: 8
(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: | Stuart
Telfer |
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| Summary of Module |
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This module provides students with an understanding of the role that political ideologies play in setting public policy. It explores the concepts of universal versus targeted public provision in health and social care. The module provides an insight into macro and micro economics, predominantly in the UK and USA and specifically the concepts of rationing and the decisions taken around this.
Students will become equipped to debate not only these concepts but the decisions that arise as result of them within the sphere of providing public sector provision in health and social care. This module maps as a core element of our UWS Graduate Attributes in terms of critical thinking and collaborative practice as well as creating potential leaders in the filed of health and social care.
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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.
Demonstrate an awareness of the concepts of health and social policy
L2.
Evaluate the main political and economic approaches to health care provision in the UK and USA
L3.
Examine key issues influencing current health and social care provision
L4.
Explore contemporary challenges in prioritising health care provision |
| 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.
Broad knowledge and understanding of concepts of health and public policy, development of public sector governance, polictical factors and the organsiation of health and care provision |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Competently discuss public service provision and associated issues. |
| Generic Cognitive skills |
SCQF Level 8.
Critically analyse welfare provision theory in relation to social problems and public service provision. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Interpret statistical data and use appropriately to inform analysis of issues.
Provide a coherent written account of welfare provision and associated issues. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Participate in class debate to the benefit of group learning. |
| 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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| Some aspects of the learning and teaching strategy are unique in that the central block of the timetable is decided by the class on a weekly basis. Students then in teams debate the chosen topics with the lecturer deciding on the winning team with the strongest evidence. This approach is intended not only to develop skills in gathering and evaluating data/evidence independently, but in developing skills via weekly debate which can impact positively on academic writing ability, specifically in developing critical discourse. It is arguably a form of robust formative assessment woven through the core of the module |
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 | 36 |
| Asynchronous Class Activity | 36 |
| Personal Development Plan | 8 |
| Independent Study | 120 |
| 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:
Blank, R.H. and Burau, V. (2007) Comparative health policy 2nd Edition. Basingstoke: Palgrave Macmillan
Fraser, D. (2009) The evolution of the British Welfare State: a history of social policy since the industrial revolution 4th Edition. Basingstoke: Palgrave Macmillan
Lund, B. (2002) Understanding state welfare, social justice or social exclusion. London: Sage
Donaldson, C and Gerard, K (2005) Economics of Health Care Financing; The Visible Hand (2nd edition) Palgrave Macmillan
Mooney, G. Sweeney,T. And Law, A. (Eds) (2006) Social care, health and welfare in contemporary Scotland. Paisley: Kynoch and Blaney
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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 | Elaine Gifford |
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| External Examiner | A Prendergast |
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| Accreditation Details | |
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| Version Number | 3.05 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Assignment essay 70% (2100 words) |
| Practical presentation 30% |
(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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Within the programme, quality of care, inclusiveness and employability are achieved by:
Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to prospective students and students.
Promotion of confidence and knowledge of their rights as a student and employee.
Promotion of respect and knowledge of client diversity, their needs, rights and the associated practitioner responsibilities.
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.
This module involves the development and application of theory to the care setting. The module competence standards must be achieved for successful completion of the module.
Disability disclosure is encouraged throughout recruitment, selection and throughout the duration of this module.
Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced.
To enable the module to be responsive to the demand for equality and diversity, processes and procedures have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders throughout the life of the module is also central to meeting our commitments.
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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