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Session: 2022/23

Last modified: 29/04/2022 12:26:34

Title of Module: Long Term Condition Management

Code: NURS09177 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:Jo  Oliver-Hartley

Summary of Module

The World Health Organisation (WHO) (2011) reports that long term conditions cause more deaths than all other causes combined. According to the Kings Fund (2012), the UK economy will potentially lose £16 billion over the next 10 years through premature deaths related to Long Term Conditions. Many of these diseases are largely preventable through alteration of four main behavioural risks; use of tobacco, lack of physical activity, over use of alcohol and an unhealthy diet (WHO 2011).

This module is aimed at all health or social care professionals working with people with long term conditions to enable them to provide high quality provision and support that meets the needs of both individuals and family groups. The module will provide prospective graduates with an in-depth knowledge of long term conditions and develop a cultural awareness of the impact of the effects of these on a range of people. The benefits of effective communication within a team approach will be discussed to enable students to acquire a sound grasp of how new understandings will impact on their practices thus allowing them to apply evidence-based solutions to the support of people with long term conditions.

  • The module acknowledges the students professional background and will provide a holistic knowledge base for students which will enable them to develop their role in participating in the management of individuals with long term conditions within their societal groups. It will also provide opportunities for a wide variety of professions to develop knowledge and critical insight on the impact of long-term conditions in relation to the physical and psychosocial health of individuals and their carers. Students will develop an understanding of the evidence base for approaches to long term conditions management and will be encouraged to challenge professional assumptions regarding the needs of individuals and families affected by long-term conditions. Students will be given an insight into the implications of living with a long term condition and explore the strategies involved in addressing the health and social care requirements of this patient group. The nature of concordance vs. compliance will also be explored.

  • The module will promote person and relationship-centred approaches to care, evaluate the trajectories of chronic illness/disease in relation to those areas of illness/disease currently highlighted in international, national and local policy in health and social care. The role played by models and frameworks for long term condition management will be explored with an emphasis on social care assessment, effective communication, empowering self-care, management and prevention for individuals with long term conditions. The response of services to acute episode management, communication and therapeutic interventions; medicines management, health improvement strategies, self-care and self-management, inter-agency working, and end of life care will all be considered and explored, equipping the student with the skills to actively engage in this process

  • Throughout the module students will be building on their existing skills and acquiring and developing knowledge and skills demonstrating graduate attributes that include being able to identify, define and analyse problems and identify or create processes to solve them, being open to new ideas, methods and ways of thinking, being prepared to ask crucial questions and use rational, being able to manage risk while initiating and managing change and to use communication as a tool for collaborating and relating to others.

  • This module is suitable for students from anywhere in the world as it allows the application of theory to practice regardless of geography or care setting. This enhances the global citizenship of students by providing a critical understanding of long term conditions in health and social care settings across the world. As this module is theoretical in content students do not need to be currently working with people experiencing loss and thus a workplace supervisor is not required.

  • This module contributes to students developing the following graduate attributes critical thinking, analytical, inquiring, knowledgeable, digitally literate, problem-solving, autonomous, collaborative and effective communication.

Module Delivery Method
Face-To-FaceBlendedFully OnlineHybridCHybridOWork-based Learning
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Term used to describe the traditional classroom environment where the students and the lecturer meet synchronously in the same room for the whole provision.

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.

Online with mandatory face-to-face learning on Campus

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. Critically appraise the effect of living with a long term condition on the person, their family and carers

L2. Demonstrate a systematic knowledge and understanding issues in health and social care provision in relation to long term condition management

L3. Examine the social determinants and the theories of health behaviours that influence people managing their long term condition/s

L4. Demonstrate a broad knowledge of emerging self management techniques that can be utilised to enable self management of long term conditions

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.

The demonstration of a broad and integrated knowledge of the principal theories and drivers for change in the progression of a long term condition

Practice: Applied Knowledge and Understanding SCQF Level 9.

The interpretation and application of good practice guidelines and techniques related to a long term condition

Generic Cognitive skills SCQF Level 9.

Demonstrates the ability to critical analyse and evaluate ideas, theories, issues and needs in relation to managing a long term condition

Communication, ICT and Numeracy Skills SCQF Level 9.

The demonstration of a range of communication skills with people in complex situations
Communicating with multi-agency teams using multi-agency assessment tools

Autonomy, Accountability and Working with others SCQF Level 9.

The demonstration of independence and responsibility working in partnership with others

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

* Indicates that module descriptor is not published.

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Learning and Teaching
This module is delivered as a blended learning module as well as by full online learning utilising a Virtual Learning Environment (VLE).

Blended learning students will participate in a range of classroom activities supported by the quality assured resources received by online students. Blended learning students have access to direct individual and tutorial support from their tutors and will be directed to wider reading, including access to electronic library and books.

Students who are learning fully online and are supported by the VLE will receive: Core quality assured module resources; individual and group tutorial support and directed learning via the VLE system. This will be aided by synchronous online classroom sessions, asynchronous discussion boards; directed wider reading including access to electronic library and e-books.
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)
Tutorial/Synchronous Support Activity6
Asynchronous Class Activity30
Independent Study164
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:

Bogosian, A. (2020) Living Well with a Long-Term Health Condition: An Evidence-Based Guide to Managing Your Symptoms Oxon: Routledge.

Carrier, J. (2015) Managing long-term conditions and chronic illness in primary care: a guide to good practice (2nd Ed) London: Routledge.

Lloyd, C. E. and Heller, T. (eds.) (2011) Long-Term Conditions: Challenges in Health & Social Care. London: SAGE.

Randall, S. and Ford, H. (eds.) (2011) Long-Term Conditions: a Guide for Nurses and Healthcare Professionals. Chichester: Wiley-Blackwell.

In addition to these texts students will be directed to a wide range of international, national and local information to support the module content and learning outcomes

(**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

Where a module has Professional, Statutory or Regulatory Body requirements these will be listed here:
Attendance at synchronous sessions (lectures, workshops, and tutorials), completion of asynchronous activities, and submission of assessments to meet the learning outcomes of the module.

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Supplemental Information

Programme BoardBiological Sciences and Health
Assessment Results (Pass/Fail) No
Subject PanelHealth L7-11
ModeratorBrian Johnston
External ExaminerK Myrissa
Accreditation DetailsUWS
Version Number


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Assessment: (also refer to Assessment Outcomes Grids below)
Assessment will be based on the students participation in Asynchronous Discussions hosted on the Virtual Learning Environment (40% of total mark)
A case study critically discussing issues in health and social care in relation to a person with co-morbid long term conditions (60% of total 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) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Portfolio of written workcheck markcheck markcheck markcheck mark400

Component 2
Assessment Type (Footnote B.) Learning Outcome (1) Learning Outcome (2) Learning Outcome (3) Learning Outcome (4) Weighting (%) of Assessment ElementTimetabled Contact Hours
Case studycheck markcheck markcheck markcheck mark600
Combined Total For All Components100% 0 hours

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

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  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
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: UWS Equality and Diversity Policy

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.