This page displays the selected Module Descriptor.
Printer friendly version
Session: 2022/23
Last modified: 18/01/2023 12:36:59
|
Title of Module: Positive Practice in Advanced Dementia Care. |
|---|
|
Code: NURS09213 |
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: | Anna
Jack-Waugh |
|---|
| Summary of Module |
|---|
This module was developed from a cross European Erasmus+ funded project, and further details of this project can be found at. http://www.uws.ac.uk/palliareproject/.
Dementia Palliare is a new concept of positive practice development in advanced dementia care. Dementia Palliare recognises the increasing complexity of healthcare needs which must be addressed in tandem with the psychosocial, spiritual needs and experiences of the individual. Best practice promotes a biopsychosocial model of care, while also paying careful attention to the living environment and family caring, evidence-based interventions, and meaningful partnerships between the recipient of care, family care.
This module will enable students to demonstrate knowledge in how to support people with advanced dementia and their families to live well and respond in a planned way to changes in care needs experienced by the individual. This module contributes to the achievement and development of all UWS graduate attributes across the Universal, Work-ready and Successful spheres
- Students will demonstrate an understanding of the experience of, and skills in, communicating with people with advanced dementia.
- Students will appraise the approaches to delivering person centred care and the importance of developing care plans informed by the experience of people with advanced dementia and their families.
- A critical understanding will be demonstrated of the fundamental health, psychosocial, spiritual and existential and care needs for people with advanced dementia.
|
| Module Delivery Method |
|---|
| Face-To-Face | Blended | Fully Online | HybridC | HybridO | Work-based Learning |
|  | | | | |
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.
|
| Term(s) for Module Delivery |
|---|
|
(Provided viable student numbers permit).
|
| Term 1 | | Term 2 | | Term 3 | |
[Top of Page]
| Learning Outcomes: (maximum of 5 statements) |
|---|
On successful completion of this module the student will be able to:
L1.
Demonstrate a critical understanding of the principles of biopsychosocial approaches to advanced dementia care.
L2.
Demonstrate a broad knowledge in the delivery of evidence based care for people with advanced dementia.
L3.
Demonstrate critical understanding of how to deliver and meet the fundamental healthcare needs in tandem with other needs, paying careful attention to the living environment for people with advanced dementia and family caring.
L4.
Identify and analyse a range of models and approaches to person centred care for people with advanced dementia and their families. |
| 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.
Demonstrate or work with a critical understanding of the principles and contemporary concepts in relation to advanced dementia |
| Practice: Applied Knowledge and Understanding |
SCQF Level 9.
Apply and demonstrate use of research literature and materials associated with the subject
Demonstrate skills in how to support people with advanced dementia and their families to live well including delivery, co-ordination and leadership of fundamental care delivery.
|
| Generic Cognitive skills |
SCQF Level 9.
Identify and analyse contemporary issues affecting people with advanced dementia. |
| Communication, ICT and Numeracy Skills |
SCQF Level 9.
Use a range of ICT applications to support and enhance work at this level and adjust features to suit purpose.
Extend knowledge, skills practice and thinking in relation to advanced dementia care.
|
| Autonomy, Accountability and Working with others |
SCQF Level 9.
Demonstrate initiative and make an identifiable contribution to change and development.
During the module, students will be able to develop self-confidence and self-awareness of strengths to be able to enhance employability
Practice in ways which draw on critical reflection on own and others roles and responsibilities
|
| Pre-requisites: |
Before undertaking this module the student should have
undertaken the following:
|
|---|
Module Code:
| Module Title:
|
| Other: | |
| Co-requisites | Module Code:
| Module Title:
|
|---|
* Indicates that module descriptor is not published.
[Top of Page]
| Learning and Teaching |
|---|
|
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) |
| Independent Study | 140 |
| Asynchronous Class Activity | 20 |
| Tutorial/Synchronous Support Activity | 6 |
| Personal Development Plan | 6 |
| Lecture/Core Content Delivery | 28 |
| 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:
Downs, M (2014) Excellence in Dementia Care research into practice. McGraw Hill Education: OUP (ebook)
Kurrle S, Brodaty H, Hogarth, R (2012) Physical Comorbidities of Dementia Cambridge : Cambridge University Press. (ebook)
Brooker,D. (2015) Person-Centred Dementia Care. London : Jessica Kingsley Publishers. (ebook)
|
|
(**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 |
[Top of Page]
Supplemental Information
| Programme Board | Mental Health Nursing & IP |
|---|
| Assessment Results (Pass/Fail) |
No
|
|---|
| Subject Panel | MHN&IP L9-11 |
|---|
| Moderator | Rhoda Macrae |
|---|
| External Examiner | L Macaden |
|---|
| Accreditation Details | NMC |
|---|
| Version Number | 2.06 |
|---|
[Top of Page]
| Assessment: (also refer to Assessment Outcomes Grids below) |
|---|
Formative assessment: Identify an area of advanced dementia care to be developed for your assessment and conduct a search using key words. Chose one article from those and critique it using an appropriate critical appraisal framework. The assessment should include:
Databases used
Search terms and other parameters used
Number of papers retrieved
Brief critical analysis of one paper
The students will have a choice of methods of presenting and receiving feedback on the formative assessment, including peer and/or lecturer feedback.
Please use no more than 500 words for your formative assignment
Summative
The student will use relevant literature and a range of principles and approaches, to critically analyse current best evidence on an area of biopsychosocial and spiritual person centred care for a person with advanced dementia. Building on this critical analysis, the student will discuss application of the biopsychosocial person centred approach to a case study. The student will also provide a critical analysis of the advantages and challenges of implementing their approach to care with the person and their family. (4,000 words)
The assessment must be submitted online through Turnitin
|
(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.)
Footnotes
A. Referred to within Assessment Section above
B. Identified in the Learning Outcome Section above
[Top of Page]
Note(s):
- More than one assessment method can be used to assess individual learning outcomes.
-
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 |
|---|
Students must be able to access and use appropriate IT equipment to gain access to both the University Virtual Learning Environment, student e-mail and the internet resources available to all enrolled students.
The School of Health and Life Sciences believe that education and practitioner diversity are central to achieving quality of care.
Within the module, quality of care, inclusiveness and employability are achieved by:
· Provision of a welcoming and supportive culture that promotes accessibility and equal opportunities to students and prospective 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 associated practitioner responsibilities
The above aims, supported by staff belief in fairness and equal opportunities, guide content, teaching and learning, assessment and evaluation.
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, procedures and processes have been subject to Equality Impact Screening and where appropriate Equality Impact Assessment. Evaluation by all key stakeholders through the life of the module is also central to meeting commitments.
Further detail is available in the specific section of the Programme Specification.
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)
|