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Session: 2022/23
Last modified: 20/01/2023 09:52:21
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Title of Module: PS: Community Health & Social Care |
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Code: PARA07002 |
SCQF Level: 7
(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: | Stewart
Kerr |
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| Summary of Module |
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This module reflects the changing landscape of health and social care and encourages students to reflect on the changing roles of health and social care professionals in the mixed economy of welfare provision.
Students will use their learning in the module to understand how health and social care professionals work together to address health inequalities and support people at all stages of life and in all care settings to make informed choices about how to manage challenges and improve their quality of life. Students will also continue to develop their communication skills, which can be used in practice to provide information and to work with people to promote healthy behaviours and manage distress.
- The module begins with a period of campus based and online sessions. During this time module students will explore the dimensions and determinants of health across the lifespan. This will include an appreciation of the influence of environmental, cultural and socio-political factors. The module will also explore local, national and global public health issues. Students will be given the opportunity to examine these factors in relation to a specific community.
- The content of this module will include: Dimensions and Determinants of Health; Concepts of Community and Community Health; Health Inequalities and Policies and Strategies to reduce inequalities; the role of the paramedic as health promoter and local national and global health priorities.
- Skills will be developed through simulation
It is anticipated that the learning from this module will be utilised in wider practice.
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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.
Describe the dimensions and determinants of health across the lifespan.
L2.
Identify the socio-political factors influencing the delivery of health and social care.
L3.
Identify and discuss public health issues and strategies based on local, national and international targets. |
| 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 7.
Demonstrating knowledge of factors influencing health and well-being in relation to the individual, family and community. Knowledge of epidemiology and the wider dimensions and determinants of health, illness and well being and applying this to an understanding of global patterns of health outcomes.
Understanding of the social influences, health literacy, cultural factors and lifestyle choices influencing health within communities.
Developing understanding of local, national and global health strategies.
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| Practice: Applied Knowledge and Understanding |
SCQF Level 7.
Using appropriate communication skills and strengths based approaches to support and enable people to make informed choices about their care |
| Generic Cognitive skills |
SCQF Level 7.
Demonstrating effective research skills to facilitate understanding of healthcare needs of individuals and communities |
| Communication, ICT and Numeracy Skills |
SCQF Level 7.
Demonstrating appropriate communication and interpersonal skills to enable effective care and professional practice.
Interpreting demographic and epidemiological data.
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| Autonomy, Accountability and Working with others |
SCQF Level 7.
Demonstrating awareness of personal attitudes, values and beliefs and respect for others.
Demonstrating an understanding of personal responsibility for professional conduct in accordance with professional standards
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| 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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Students will begin this module with an 8 week period of campus based and online sessions. The flipped classroom approach will be taken with core content delivered either online or through short campus based lectures followed up by workshops or tutorials in small groups to encourage student participation and deeper learning. Students will also have workshops where skills that contribute to effective care delivery can be enhanced through simulated practice in skills laboratories or other simulation suites.
The learning and teaching strategies applied to this module contribute towards the development of UWS graduate attributes:
• Universal: Inquiring, emotionally intelligent, culturally aware
• Work-ready: Knowledgeable, effective communicator
• Successful: Creative, driven
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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) |
| Lecture/Core Content Delivery | 16 |
| Laboratory/Practical Demonstration/Workshop | 24 |
| Tutorial/Synchronous Support Activity | 8 |
| Personal Development Plan | 4 |
| Asynchronous Class Activity | 24 |
| Independent Study | 124 |
| 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:
Ewles, L. Simnett,I (2017) Promoting Health, Practical Guide. 7th Edition. Edinburgh:
Bailliere Tindall
Naidoo, J. and Wills, J. (2016) Public Health and Health Promotion. 4th edition. Lada: Balliere Tindall
Green, J. and Tones, K. (2010) Health Promotion. Planning and strategies. 2nd ed. London: Sage Publications Ltd
Hall, D. & Elliman, D. (2003) Health For All Children. 4th Report. Oxford. Oxford University Press
Hjelm, J.R. (2010) The Dimensions of Health – Conceptual Models, Sudbury, Jones and Bartlett Publishers
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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:
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 Board | Biological Sciences and Health |
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| Assessment Results (Pass/Fail) |
No
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| Subject Panel | Health L7-11 |
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| Moderator | Amanda Hobbs |
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| External Examiner | M Willis |
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| Accreditation Details | HCPC |
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| Version Number | 2.01 |
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| Assessment: (also refer to Assessment Outcomes Grids below) |
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| Students are required to undertake and submit a community health and social care profile outlining the demographic of the practice locality, service provision and the key socio-political factors influencing health. |
(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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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 |
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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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