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Session: 2022/23
Last modified: 10/01/2023 11:15:43
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Title of Module: ODP Care of the Vulnerable Person |
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Code: NURS08054 |
SCQF Level: 8
(Scottish Credit and Qualifications Framework) |
Credit Points: 30 |
ECTS: 15
(European Credit Transfer Scheme) |
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| School: | School of Health and Life Sciences |
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| Module Co-ordinator: | Leanne
Glennie |
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| Summary of Module |
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Through involvement in module activities and assessments, students will develop interpersonal skills and enhance their ability to provide values based person centred care. This module is supported by a strong foundation of Public Policy relating to Health and Social Care across the lifespan, including European Union Health Strategy (2008-13), the Equally Well Review (Scottish Government 2010), Protecting Vulnerable Groups (Scottish Government 2011) and Standards of Care for Dementia in Scotland (2011). The value of professional, legal and ethical principles and frameworks in protection of vulnerable people is highlighted throughout.
- Caring for a range of age groups and illnesses e.g. those experiencing Dementia, learning disabilities, maternal vulnerability and children. This module will also focus on the engagement with research in evidence-based practice and principles of quality improvement.
- Graduate attributes developed in this module include skills in social responsibility, ethical mindfulness and resilience, as you come to understand the health challenges across the age span.
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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 understanding of the factors which influence human development across the lifespan.
L2.
Demonstrate an understanding of the appropriate care for people who are vulnerable utilising a holistic approach.
L3.
Critically discuss the concepts of rights, dignity and compassion within health and social care.
L4.
Demonstrate an understanding of the value of interpersonal skills, self awareness and awareness of others.
L5.
Demonstrate an understanding of factors influencing the development of vulnerability utilising knowledge from life science. |
| 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.
Demonstrating a critical understanding of the influencing factors which lead to the development of vulnerability and in particular to profile a range of conditions such as dementia, stroke, substance misuse, obesity and cancer.
Demonstrate a knowledge of the needs of vulnerable people utilizing a holistic approach.
Demonstrate an understanding of the professional, ethical and legal considerations in the context of vulnerability - to include further development in understanding of pertinent field legislation (e.g Mental Health (Care and Treatment)(Scotland) Act 2003, Adults with Incapacity Act 2000.
Demonstrate a knowledge of the concepts of rights, dignity and compassionate care.
Demonstrate a knowledge and understanding of relevant literature including Public Policy and research in relation to vulnerability |
| Practice: Applied Knowledge and Understanding |
SCQF Level 8.
Using a range of skills, techniques and practices suitable for dealing effectively with a range of people who are vulnerable.
Applying a range of specific skills which enable effective engagement and demonstration of the practical application of theoretical concepts.
Using reflective skills to develop a deeper understanding of self awareness and awareness of others. |
| Generic Cognitive skills |
SCQF Level 8.
Undertaking critical evaluation of ideas, concepts, information and issues relating to vulnerability.
Applying critical discussion of the literature in relation to professional, ethical and legal issues and recognise the implications for practice.
Critically discussing the concepts of dignity, compassion, risk, resilience and holistic care across the lifespan.
Evaluating evidence-based approaches within Health and Social Care. |
| Communication, ICT and Numeracy Skills |
SCQF Level 8.
Demonstrating a range of communication skills to convey complex information to a variety of audiences.
Using a range of ICT methods to obtain data.
Using and evaluating numerical and graphical data. |
| Autonomy, Accountability and Working with others |
SCQF Level 8.
Exercising autonomy and initiative and accountability in relation to team working.
Taking responsibility for the evaluation of the work of self and others in defined areas of work and provide constructive feedback to colleagues.
Demonstrating knowledge of a wide range of professional, ethical and legal considerations which inform caring for people who are vulnerable.
Demonstrating knowledge and work in accordance with professional conduct requirements and professional guidance.
Working collaboratively with a range of people. |
| 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: | As per DipHE ODP Programme criteria for progression to level 8 |
| 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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| Theoretical knowledge will be delivered through a range of online and interactive activities, which incorporate accessibility preferences and student learning styles. Further development of research and critical thinking skills is embedded in this 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) |
| Tutorial/Synchronous Support Activity | 36 |
| Independent Study | 240 |
| Personal Development Plan | 24 |
| 300
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:
Glasper, A., McEwing G, and Richardson, J. (eds) (2009) Foundation Studies for Caring. England: Palgrave Macmillan.
NHS Education for Scotland (2011) The Ten Essential Shared Capabilities for Mental Health Practice Learning Materials (2011 version) (Scotland). Available at:
http://www.nes.scot.nhs.uk/media/351385/10_essential_shared_capabilities_2011.pdf (Accessed: 11 March 2022.)
NHS Education for Scotland (2010) Spiritual Care Matters- An Introductory Resource for All NHS Scotland Staff. Available at:http://www.nes.scot.nhs.uk/media/3723/spiritualcaremattersfinal.pdf (Accessed: 11 March 2022).
Scottish Government (2010) Equally Well Review. Available at: https://www.gov.scot/binaries/content/documents/govscot/publications/strategy-plan/2008/12/equally-well-implementation-plan/documents/0075274-pdf/0075274-pdf/govscot%3Adocument/0075274.pdf?forceDownload=true (Accessed: 11 March 2022).
Scottish Government (2010) Protecting Vulnerable Groups. Available at: http://www.scotland.gov.uk/Resource/Doc/304621/0095592.pdf (Accessed: 11 March 2022).
Scottish Government (2010) Scotland’s National Dementia Strategy. Available on line at: http://www.scotland.gov.uk/Resource/Doc/324377/0104420.pdf (Accessed: 11 March 2022).
Sigelman, C. and Rider, E. (2012) Life-Span Human Development. 7th edn. London: Thomson Wadsworth.
White, K. (2009) An Introduction to the Sociology of Health and Illness. 2nd edn. London: SAGE.
Pears, R. (2019) Cite them right: the essential referencing guide. Available at: https://www.vlebooks.com/Product/Index/2025007?page=0 (Accessed: 10 March 2022).
Mahase, E. (2019) 'A decade on from Marmot, why are health inequalities widening?' British Medical Journal, 365(I4251), pp. 1-2. https://doi.org/10.1136/bmj.l4251?
Cousley, A. (2014) 'Vulnerability in the perioperative patient: A concept analysis', Journal of Perioperative Practice, 24(7-8), pp. 164-171. https://doi.org/10.1177%2F1750458914024007-802?
Cousley, A. (2015) 'Vulnerability perioperative patients: A qualitative study', Journal of Perioperative Practice, 25(12), pp. 246-256. https://doi.org/10.1177%2F175045891502501201 ?
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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:
In line with the Academic Engagement and Attendance Procedure, students are defined as academically engaged if they regularly engaged with with timetabled teaching sessions, course - related learning resources including those from Aula/Moodle and also the completion of and submission of assessments in a timely manner. Please refer to to the Academic Engagement and Attendance Procedure using the following link: https://www.uws.ac.uk/media/4153/academic-engagement-and-attendance-procedure.pdf. For the purpose of this module, academic engagement equates to the following: Engaging with the Virtual Learning Environment (VLE) by week 3 of the term Engagement with the assessment between weeks 7 and 12 of the term. Attendance - where appropriate at synchronous tutorials. |
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Supplemental Information
| Programme Board | Adult Nursing & Healthcare |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Nursing & ODP Programmes |
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| Moderator | Martin Murray |
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| External Examiner | C Griffiths |
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| Accreditation Details | HCPC |
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| Version Number | 1.08 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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Formative
A patient case scenario incorporating context and policy, which will inform part of Summative one assessment
Summative 1
An assignment (2500 words), in which the student will be required to focus on an individual who may be regarded as vulnerable with reference to influencing factors and evidence-based appropriate care. Weighting 80%. |
Summative 2
Students are required to submit a presentation using a PowerPoint and audio with references. This involves reflecting on an event in clinical perioperative practice. Weighting 20%.
**Students require to achieve 40% overall to pass the module** |
(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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This module is appropriate for all students. To promote inclusive practice, procedures and processes have been subject to Equality Impact Assessment where appropriate. In line with the Equality Act 2010 and UWS Refreshed Equality Outcomes 2021 - 2025 Public Sector Equality Duty Mainstreaming and Equality Outcomes Report 2021 (uws.ac.uk)(https://www.uws.ac.uk/media/8033/uws-psed-report-2021.pdf) (pp. 37 - 39) the School of Health and Life Sciences encourages the disclosure of support requirements, including disability, at the recruitment stage and throughout the duration of the module. Emphasis is placed on confidentiality of information, the benefits of disclosure and that no detriment to progress will be experienced. The School will endeavour to make reasonable adjustments to teaching and learning approaches and arrangements for assessment, and (when applicable) periods of placement, where a student has disclosed specific requirements.
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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