BSc (HONS) HEALTH AND SOCIAL CARE - UNIT SPECIFICATIONS

UNIT CODE 27286003

UNIT TITLE Advanced Communication Skills in Psychological Approaches

UNIT ABBREVIATION

ACSPA

LEVEL OF STUDY 6

CREDIT VALUE 20 ECTS VALUE 10

HOME DEPARTMENT

Department of Nursing

UNIT COORDINATOR

Julie Bailey-McHale

KEYWORDS Psychological approaches, counselling, advanced communication skills

UNIT LEARNING OUTCOMES

On successful completion of this unit students will be able to: 1. Critically appraise of a range of key theories and models of interpersonal

communication with reference to own practice. 2. Critically appraise a range of evidence for psychological approaches. 3. Critically reflect upon the application of effective and appropriate

communication strategies within a range of psychological approaches. 4. Critically analyse and reflect upon the therapeutic use of self in establishing,

maintaining and disengaging from therapeutic relationships. 5. Critically evaluate a range of psychological approaches utilised within own

sphere of professional practice.

SUMMATIVE ASSESSMENT

Element (highlight final element)

Type Weighting Learning outcomes assessed

1 Assignment (coursework)

100% 1, 2, 3, 4, 5

EMPLOYABILITY AND SUSTAINABILITY OUTCOMES

Outcomes Element of Assessment

Analyse real world situations critically

1

Demonstrate professionalism and ethical awareness

1

Communicate effectively using a range of media

1

Apply teamwork and leadership skills

Manage own professional development reflectively

1

Find, evaluate, synthesise and use information

1

Work within social, environmental and community

contexts

Use systems and scenario thinking

Engage with stakeholder/interdisciplinary perspectives

1

ASSESSMENT STRATEGIES FOR EACH ELEMENT OF ASSESSMENT

The elements will be submitted and marked as one piece of work. Part A: Design a leaflet for service users/carers explaining the key features of a chosen psychological approach (1000 word equivalent). Part B: A 3000 word assignment critically analysing the advanced communication skills evident in the psychological approach described in part A. (100%). Part A: The leaflet should highlight key principles associated with the psychological approach (Learning outcomes 2, 3 and 5). Part B: The assignment should critically appraise the psychological approach chosen to present in the leaflet (Learning outcome 2). Using appropriate literature the assignment should critically analyse the important advanced communication skills within the chosen psychological approach (Learning outcomes 1 and 3). The student should reflect on the use of self within the psychological approach and make recommendations for the application of these skills within their area of professional practice (Learning outcomes 4 and 5).

ASSESSMENT CRITERIA FOR UNIT/ELEMENTS OF ASSESSMENT

Marked in accordance with MMU’s Faculty of Health, Psychology and Social Care level 6 marking criteria.

NON STANDARD MINIMUM PASS MARK

OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will enable students to critically appraise and develop advanced communication skills in a range of psychological approaches.

INDICATIVE CONTENT

1. Theories and models of communication. The application of theories and models within a professional context.

2. Critical appraisal of evidence for the effectiveness of psychological approaches. A critique of the nature of evidence and psychological approaches.

3. Applying advanced communication skills to specific psychological approaches including cognitive behavioural therapy, person-centred therapy and a psychodynamic approach.

4. Developing self-awareness. Using the Self in therapeutic relationships. The nature of power in therapeutic relationships.

5. The nature of objective and subjective assessment tools. Self-rating scales. The use of client narratives as an evaluation method.

LEARNING ACTIVITIES

BREAKDOWN OF STUDENT LEARNING ACTIVITY

Type of Activity

%

Summative assessment

25%

Directed study

25%

Student-centred learning

50%

MANDATORY LEARNING & TEACHING REQUIREMENTS

LEARNING RESOURCES

ESSENTIAL READING Cooper, M., O’Hara, M., Schmid, P. and Wyatt, P. (2007). The handbook of person centred psychotherapy and counselling. Basingstoke: Palgrave Macmillan Feltham, C. and Horton, I. (2012). The sage handbook of counselling and psychotherapy. 3rd ed., London: Sage Howard, S. (2011). Psychodynamic counselling in a nutshell. London: Sage Nelson-Jones, R. (2011). Six approaches to counselling and therapy. 2nd ed., London: Sage Westbrook, D., Kennerley, H. and Kirk, J. (2011). An introduction to cognitive behaviour therapy. 2nd ed., London: Sage

Journals: Counselling and Psychotherapy Research Evidence Based Mental Health

ADDITIONAL RESOURCES THAT STUDENTS SHOULD BUY

SPECIAL ICTS REQUIREMENTS

ANY OTHER ADDITIONAL RESOURCES

Further resources will be identified at the end of each taught session relevant to the specific subject addressed.

The website for the British Association for Counselling and Psychotherapy at www.bacp.co.uk National Institute for Health and Clinical Excellence at www.nice.org.uk Heritage library catalogue search terms

The following terms can be used to search library catalogues and journal databases to find the most up to date and wide ranging publications available:

Communication Skills; Counselling; Critical Appraisal; Psychotherapy; Interpersonal Relations; Therapeutic Relationship; Cognitive Behavioural Therapy

ADMINISTRATION

JACS CODE B700

DATE OF APPROVAL 15 November 2012

DATE OF MOST RECENT CONSIDERATION:

UNIT EXTERNAL EXAMINER

UNIT ASSESSMENT BOARD

http://www.bacp.co.uk/

http://www.nice.org.uk/

UNIT CODE 27286004

UNIT TITLE Applied Pathophysiology and Pharmacology

UNIT ABBREVIATION

AP&P

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Lyz Howard

KEYWORDS Pathophysiology, pharmacology, complex care, clinical investigations, body systems


On successful completion of this unit students will be able to: 1. Critically evaluate the pathophysiology of specific body systems. 2. Critically evaluate the role of pharmacology in the management of patient

care. 3. Explore and analyse the significance of a range of clinical investigations and

their impact on patient management. 4. Justify their response to a range of critical clinical situations.




1 4000 word written assignment (coursework)

100% 1, 2, 3, 4




1


1



1

Manage own professional development reflectively 1


1

Work within social, environmental and community contexts

1



1


Critical reflection and evaluation of an individual patient management scenario from the student’s area of practice.

Using reflection upon a specific client management scenario give a:

Detailed account of relevant altered pathophysiologies and their inter-relationships (Learning outcome 1)

Detailed account of investigations / results / pharmacology (Learning outcomes 2 and 3)

Critically reflect upon patient management including all assessments undertaken and the implications of the results for patient care (Learning outcomes 2, 3 and 4)




N/A

OUTLINE OF THE UNIT

BRIEF SUMMARY Participants will be able to critically apply pathophysiology and pharmacology to reflect upon their clinical practice.

INDICATIVE CONTENT

1. Review anatomy and physiology of body systems and disorders of homeostasis, for example, endocrine, digestive, excretory, nervous, circulatory, musculoskeletal systems.

2. Review pharmacokinetics and therapeutics. 3. Examine a range of clinical investigations, for example, X-rays, blood tests,

respiratory function, ECGs and any others identified by students / service providers.

4. Develop assessment and justification skills for clinical situations including micro and macro influences.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%

Student-centred learning 50%


LEARNING RESOURCES

ESSENTIAL READING Barber, P., Parkes, J. and Blundell, D. (2012). Further Essentials of Pharmacology for Nurses. Berkshire: Open University Press Nair, M. and Peate, I. (eds) (2009). Fundamentals of Applied Pathophysiology. Singapore: Wiley-Blackwell Petersen, O. (2007). Human Physiology. 5th ed., Oxford: Blackwell Publishing Tortora, G. J. and Grabowski, S. R. (2007). Introduction to the Human Body. The Essentials of Anatomy and Physiology. 7th ed., New York: John Wiley and Sons, Inc. Walker, R. and Whittlesea, C. (eds.) (2007). Clinical Pharmacy and Therapeutics. 4th ed., Edinburgh: Churchill Livingstone Journals:

Journal of Anatomy & Physiology International Journal of Anatomy and Physiology Journal of Anatomy Journal of Pharmacokinetics and Pharmacodynamics





Barber, P. and Robertson, D. (2009). Essentials of Pharmacology for Nurses. Berkshire: Open University Press.

Birmingham City University Physiology Website http://www.hcc.bcu.ac.uk/physiology/

InnerBody Human Anatomy Online http://www.innerbody.com/ McGhee, M. (2008). A Guide to Laboratory Investigations. 5th ed., Oxford:

http://www.hcc.bcu.ac.uk/physiology/

http://www.innerbody.com/

Radcliffe Medical Press McGraw Hill, Essentials of Anatomy and Physiology http://highered.mcgraw-hill.com/sites/0072943696/student_view0/ NHS Evidence https://www.evidence.nhs.uk/ Oxford Medicine Online http://oxfordmedicine.com/ Price, S. A. and Wilson, L. M. (2003). Pathophysiology. Clinical Concepts of Disease Processes. 6th ed., St Louis: Mosby Waugh, A. and Grant, A. (2010). Ross and Wilson: Anatomy and Physiology in Health and Illness. 11th ed., Edinburgh: Churchill Livingstone Heritage library catalogue search terms


Physiopathology; Critical appraisal; Pharmacology; Drug Administration; Patient Care; Diagnostic Tests, routine; Anatomy; Physiology

ADMINISTRATION

JACS CODE B700





http://highered.mcgraw-hill.com/sites/0072943696/student_view0/

http://highered.mcgraw-hill.com/sites/0072943696/student_view0/

https://www.evidence.nhs.uk/

http://oxfordmedicine.com/

UNIT CODE 27286005

UNIT TITLE Care of patients requiring transfer by air, land or sea

UNIT ABBREVIATION

CALS

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Catherine Black

KEYWORDS Patient transfer, physiology, critical illness, clinical skills


On successful completion of this unit students will be able to: 1. Appraise the altered physiology and the effects on the patient through the

transfer process. 2. Critically analyse the changing status of all transfer decisions on the patient’s

care needs. 3. Reflect on their attainment of the competent nursing element within the

RCN (2006) competency framework for in-flight nurses. 4. Critically analyse the appropriate evidence that affects the patient during the

transfer process. 5. Critically analyse and take appropriate action on their own development and

ability to act as a patient transfer practitioner.




1 Three supervised patient transfers; OSCE; Multiple choice exam (examination)

Pass / fail 1, 2, 4

2 Personal development portfolio including a case study (coursework)

100% 1, 2, 3, 4, 5




1, 2


1, 2



1, 2


2


2


1, 2


1, 2


1


The elements will be submitted and marked as one piece of work.

1. 3 patient transfers supervised by clinical lead OSCE, based on the holistic assessment and preparation of the patient Multiple Choice exam (Learning outcomes 1, 2, 4) 2. Personal Development Portfolio to include reflections on meeting the

competencies of a competent practitioner, within RCN framework, 1000 words equivalent (25%).

A case study of 3000 words (75%) (Learning outcomes 1 - 5)




OUTLINE OF THE UNIT

BRIEF SUMMARY Enables health care practitioners to care competently for patients, whose health needs require transfer by air, land or sea to another health care facility.

INDICATIVE CONTENT

1. Anatomy and physiology, normal and altered. Effects of air, land or sea, transport

2. Holistic approach. Communication skills. ACCEPT: - Assessment, Control, Communication, Evaluation, Prepare and Package, transfer. Documentation. Risk assessment. Legal ethical and professional issues, insurance.

3. Training with equipment required for transporting. Transport vehicles used. RCN In-Flight competency framework. Exposition of transfer situations. Experiential days: - Water training and Fire training, loading and unloading. Access and egress. Medication. Emergency procedures clinical/aircraft. Evacuation procedures

4. Development, practitioner role

5. Supervised practice: - OSCE, MCQ (formative), supervised flights. Team support mechanisms and role of co-ordinator

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

50%


25%


Evidence of Anatomy and Physiology studies at level 5.

Professional Registration, with minimum of 2 years Post Qualifying experience, which includes 12 months experience within the health care speciality they will be required to transfer patients.

Currently administering Intravenous drugs.

Up to date record of Mandatory training in Moving & Handling, Infection Control, Fire, Risk Assessment, Safeguarding Children, Intermediate Life Support or recognised life support qualification to this level in own speciality.

Application by interview.

Able to communicate effectively at all levels.

LEARNING RESOURCES

ESSENTIAL READING Campbell, R. D. and Bagshaw, M. (2002). Human Performance and Limitations in Aviation. 3rd revised ed., UK: Blackwell Science Ltd Ernsting, J., Rainford, D. J. and Gradwell, D. P. (eds) (2006). Ernsting's Aviation Medicine. 4th revised ed., London: Hodder Arnold Hollerran, R. S. (2010). Air and Surface Patient Transport: Principles and Practice. 4th ed., St Louis: Mosby Nicholson, A. N. and Cummin, A. R. C. (2002). Aviation Medicine and the Airline Passenger. Great Britain: Hodder Arnold Publishers Reinhart, R. O. (2008). Basic Flight Physiology. 3rd revised ed., London: McGraw-Hill Journals:Anaesethesia and Intensive Care Medicine Care of the Critically Ill Critical Care Medicine Emergency Medicine Journal Trauma

ADDITIONAL RESOURCES THAT STUDENTS SHOULD

BUY




Heritage library catalogue search terms The following terms can be used to search library catalogues and journal databases to find the most up to date and wide ranging publications available:

Aerospace Medicine; Air Ambulances; Patient Transfer; Patient Care

ADMINISTRATION

JACS CODE B700





UNIT CODE 27286001

UNIT TITLE Critical Appraisal in Practice

UNIT ABBREVIATION

CAP

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Catherine Black

KEYWORDS Critical appraisal, evidence based practice, research methodologies


On successful completion of this unit students will be able to: 1. Analyse the use of critical appraisal frameworks and the skills of critical

appraisal. 2. Locate appropriate data sources and critically evaluate the reliability and

validity of the data. 3. Compare and contrast the body of evidence with actual practice in own

health care arena. 4. Utilise problem-solving skills and evaluation strategies to critically address

any identified gaps between theory and practice, and identify ways to address same.




1 Project (coursework)

100% 1, 2, 3, 4




1


1




1


1


1


1


1


A project in which appropriate critical appraisal frameworks are utilised to explore the literature relating to an aspect of your current health care practice and, depending on your findings, identify either potential changes to your practice to implement EBP or potential future research to address gaps in the published evidence.

Students must negotiate the subject area, which must be relevant to health care delivery within their own practice, with the unit leader.

4,000 words in total.

The project must include:

An explanation of why the subject is relevant to their area of practice (Learning outcome 2).

A summary table of the methodology and findings of the research found utilising critical appraisal framework(s) and a reflection on the use of same (Learning outcome 1).

A critique of their current practice in relation to the research findings discussed (Learning outcomes 2 and 3).

Proposed changes to their practice or research proposal in light of the discussion and critique (Learning outcome 4).


Marked in accordance with MMU’s Faculty of Health, Psychology and Social Care level 6 marking criteria. This unit must be passed and may not be condoned.


OUTLINE OF THE UNIT

BRIEF SUMMARY Participants will be able to argue, based on evidence sources, to support / dispute existing healthcare practice, and propose changes / research to address issues.

INDICATIVE CONTENT

1. Critical appraisal within health and social care. Critical appraisal frameworks.

2. Accessing published and unpublished research using a variety of data sources. Key words. Boolean logic. Data bases.

3. Theory – practice gaps. Local, national and international perspectives. Applying research findings locally.

4. Identifying change. Identifying future potential research.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Donaldson, I., Christie, C. and Mark, M. (eds.) (2009). What counts as credible evidence in applied research and evaluation. London: Sage Publishing Hewitt-Taylor, J. (2011). Using research in practice. It sounds good but will it work? London: Palgrave Macmillan LoBiondo-Wood, G. and Haber, J. (2010). Nursing Research: methods and critical appraisal for evidence based practice. 7th ed., St Louis: Mosby Elsevier Moule, P. and Hek, G. (2011). Making sense of research. An introduction for health and social care practitioner. 4th ed., London: Sage Oliver, P. (2010). Understanding the research process. London: Sage Journals: Clinical Governance Evidence-based Medicine Evidence-based Mental Health Evidence-based Nursing Evidence-based Practice Journal of Nursing Research Journal of Advanced Nursing





www.doh.uk/consent/ www.nice.org.uk www.phru.nhs.uk/Pages/PHD/CASP.htm www.cochrane.org/ www.evidence.nhs.uk Heritage library catalogue search terms


Critical Appraisal; Evidence-Based Practice; Nursing Research; Evaluation

ADMINISTRATION

JACS CODE B700





http://www.doh.uk/consent/

http://www.nice.org.uk/

http://www.phru.nhs.uk/Pages/PHD/CASP.htm

http://www.cochrane.org/

http://www.evidence.nhs.uk/

UNIT CODE 27286007

UNIT TITLE Exploration of Practice through a Negotiated Contract

UNIT ABBREVIATION

NegCon

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Catherine Black

KEYWORDS Negotiation, learning contract, self directed


On successful completion of this unit, students will be able to: 1. Critically appraise further knowledge and understanding of a specific area of

health and social care practice. 2. Critically reflect upon development of own potential as a health and social

care practitioner. 3. Critically analyse research and evidence to support their work. 4. Critically reflect upon this learning on health and social care practice. 5. Critically analyse the combination of theoretical concepts with actual health

and social care practice.




1 Coursework 100% 1, 2, 3, 4, 5




1


1




1


1


1



1


A negotiated assignment that demonstrates evidence of knowledge, evaluation, analysis, structure and presentation of the negotiated contract. (Learning outcomes 1, 2, 3, 4, 5)

Relevant examples from the student developed unit resources / portfolio may be included within the appendices.




OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will enable the student to consider selectively an aspect of practice they wish to explore within agreed parameters.

INDICATIVE CONTENT

As negotiated with the student.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Craswell, G. (2004). Writing for Academic Success: A Postgraduate Guide. London: Sage Hart, C. (2001). Doing a Literature Review. London: Sage Publications Hewitt-Taylor, J. (2011). Using Research in Practice. London: Palgrave Macmillan Jasper, M. (2007). Professional Development, Reflection and Decision Making. London: Blackwell Publishing Jones-Devitt, S. and Smith, L. (2007). Critical Thinking in Health and Social Care. London: Sage Once the student has identified and negotiated the subject of their learning contract, appropriate journals will be identified and referred to by their academic mentor.




Further resources will be identified at the end of each tutorial relevant to the specific subject addressed.

Heritage library catalogue search terms


Professional Development; Personal Development; Reflective Practice

ADMINISTRATION

JACS CODE B700





UNIT CODE 27286009

UNIT TITLE Helping People Live with Chronic Illness: Palliative and Terminal Care

UNIT ABBREVIATION

P&TC

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Catherine Black

KEYWORDS End of life, palliative care, symptom management, teamwork, bereavement, communication


On successful completion of this unit students will be able to: 1. Critically evaluate the underpinning principles of palliative / end-of-life care

in relation to their practice in a wide range of chronic illnesses. 2. Critically evaluate the principles and practice of terminal care in their area of

practice. 3. Critically appraise the role of the multi disciplinary team in evidence based

holistic symptom management within both palliative / end-of-life and terminal care.

4. Manage stress in their clients and families, themselves and other professionals within the framework of palliative / end-of-life care, terminal care and bereavement management.




1 Reflective essay (coursework)

100% 1, 2, 3, 4




1


1



1


1


1


1


1


1


Critical reflection and evaluation of a palliative care and / or terminal care patient management scenario from their own area of practice encompassing all aspects of holistic care.


Give a detailed account of management - physical, psychological and social aspects of that client (Learning outcomes 1 and 2).

Critically reflect upon patient management and the role of the multi disciplinary team within that care (Learning outcome 3).

Identify implications for future practice and discuss potential ways for implementation (Learning outcomes 3 and 4).




OUTLINE OF THE UNIT

BRIEF SUMMARY Participants will be able to apply the principles and practice of palliative and terminal care to their client group and develop practice in this area.

INDICATIVE CONTENT

1. Definitions and principles of palliative and end-of-life. Symptom management.

2. Definitions and principles of terminal care. Symptom management. Bereavement.

3. Multi-disciplinary team in palliative / end-of-life / terminal care. Roles of individual members. Team working. Communication.

4. Impact on clients, relatives and staff of dying and bereavement. Coping strategies. Communication. Hope.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING

Baldwin, M. and Woodhouse. J. (eds.) (2011). Key Concepts in Palliative Care. London: Sage Dean, M., Harris, J. and Regnard, C. (2011). Symptom Relief in Palliative Care. 2nd ed., Oxford: Radcliffe Ellershaw, J. and Wilkinson, S. (eds.) (2011). Care of the dying: a pathway to excellence. 2nd ed., Oxford: Oxford University Press Kissane, D., Bultz, B., Butow, P. and Finlay, I. (2010). Handbook of Communication in Oncology and Palliative Care. Oxford: Oxford University Press Payne, S., Seymour, J. and Ingleton, C. (eds.) (2008). Palliative care nursing. Principles and evidence for practice. 2nd ed., Oxford: Oxford University Press Journals: Bereavement Care European Journal of Palliative Care International Journal of Palliative Nursing Journal of Pain and Symptom Management Palliative Medicine



Electronic access via http://oxfordmedicine.com Need an NHS Athens username and password.



http://guidance.nice.org.uk/csgsp/guidance/indix.jsp http://www.cks.library.nhs.uk www.endoflifecare.nhs.uk/ http://www.publications.parliament.uk/pa/pabills/200607/palliative_care.htm Doyle, D., Hanks, G. W. C., Cherny, N. and Calman, K. (eds.) (2010). Oxford Textbook of Palliative Medicine. 4th ed., Oxford: Oxford University Press

http://oxfordmedicine.com/

http://guidance.nice.org.uk/csgsp/guidance/indix.jsp

http://www.cks.library.nhs.uk/

http://www.endoflifecare.nhs.uk/

http://www.publications.parliament.uk/pa/pabills/200607/palliative_care.htm



Palliative care; Terminal care; Critical appraisal; Patient care; Patient care team; Bereavement

ADMINISTRATION

JACS CODE B700





UNIT CODE 27286022

UNIT TITLE Law and Ethics in Health and Social Care

UNIT ABBREVIATION

LEiHSC

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Bernadette Devlin

KEYWORDS Ethics, law, health care, legislation, dilemmas, morals, values


On successful completion of this unit students will be able to: 1. Apply relevant legislation and case law to situations / dilemmas identified in

own practice. 2. Apply ethical theories and principles to dilemmas encountered in own

practice as part of the decision making process. 3. Actively participate in multi disciplinary debate around health care issues

from a legal perspective. 4. Utilise relevant coherent and logical arguments during ethical debates

related to practice. 5. Utilise appropriate levels of ethical and legal guidance in the delivery of best

health care.




1 word assignment (coursework)

100% 1, 2, 3, 4, 5




1


1


1


1


1


1


1


1


1


Critical analysis of a health care dilemma including a detailed outcome / solution proposed. 4,000 words. Critically appraise, from a legal and ethical perspective, a dilemma / issue related to an aspect of health/social care identified in own practice Include:

A rationale for the selection of the dilemma / practice issue (Learning outcome 1)

Critical analysis and debate of the identified dilemma / practice issue, supported by relevant ethical and legal material / literature (Learning outcomes 2 and 3)

Critical appraisal of potential options for resolving the dilemma / practice issue (Learning outcomes 1, 2, 3 and 4)

Logical and reasoned argument for the best outcome / solution / conclusion (Learning outcomes 3, 4 and 5)




N/A

OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will enable the student to apply relevant health and social care legislation, case law and ethical reasoning to their own practice.

INDICATIVE CONTENT

1. Manx, UK and global health & social care legislation and case law. 2. Ethical theories, principles and frameworks relevant to health & social

care. 3. Introduction to the conflicting values of ethical and legal aspects of care

dilemmas. 4. The value and impact of professional, ethical and legal decisions. 5. Ethical & health and social care legislation guidance in enhancing the

service users experience.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Beauchamp, T. L. and Childress, J. F. (2009). Principles of Biomedical Ethics. 6th ed., Oxford: Oxford University Press Bowen, P. (2008). Blackstone’s Guide to The Mental Health Act. Oxford: Oxford University Press Brannan, S., Chrispinv, E., Davies, M., English, V., Mussell, R., Sheather, J. and Sommerville, A. (2012). Medical Ethics Today. The BMA’s Handbook of Ethics and Law. 3rd ed., London: John Wiley Brazier, M. and Cave, E. (2011). Medicine, Patients and the Law. 5th ed., London: Penguin Books Fennell, P. (2007). Mental Health The New Law. Bristol: Jordans Publishing Group. Journals: Nursing Ethics Clinical Ethics







Ethics, professional; Ethics, medical; Ethics, nursing; Legislation, health

services, decision making, informed consent, refusal of treatment, consent to treatment.

ADMINISTRATION

JACS CODE B700





UNIT CODE 27286021

UNIT TITLE Leading evidence based change in professional practice

UNIT ABBREVIATION

LEBC

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

John Struthers

KEYWORDS Change, change models, leadership, transformational, organisational culture


On successful completion of this unit students will be able to: 1. Select a change model in keeping with the characteristics of the practice

environment to inform how change may be led. 2. Synthesise evidence to support change initiatives and leadership decisions in

a manner that can be disseminated to stakeholders. 3. Critically analyse ethical leadership styles to guide transitions for self,

individuals group and the organisation. 4. Critically appraise leadership processes involved with change to engage

interdisciplinary and other stakeholders. 5. Situate the leadership of evidence based change within political,

organisational and professional context including financial viability.




1 Coursework 100% 1, 2, 3, 4, 5




1


1


1


1


1


1


1


1


1


The student will submit a research based change proposal relating to an aspect of their professional practice. The structure of the proposal will be based on a change model detailing how they will lead the transition in the context of their practice (8,000 words).


Marked in accordance with MMU’s Faculty of Health, Psychology and Social Care level 6 marking criteria. This unit must be passed and may not be condoned.


OUTLINE OF THE UNIT

BRIEF SUMMARY The student identifies an area of their practice in health and social care to develop a robust change proposal that to justify its implementation.

INDICATIVE CONTENT

1. Review a range of change models, such as Kotter, Plan Do Study Act, Rosswurm and Larrabee.

2. Application of critical appraisal skills to support evidence based change initiative. Exploration of decision making tools e.g. SWOT, Gantt chart, and Stakeholder analysis.

3. Self awareness in leadership and managing conflict. Leadership, theories and styles, e.g. transactional and transformational followership and servant leadership.

4. Organisational cultures. Evaluation strategies to measure impact of change. Dissemination strategies.

5. Political, policy and financial contexts of change.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

55%


20%

MANDATORY LEARNING &

TEACHING REQUIREMENTS

LEARNING RESOURCES

ESSENTIAL READING Cameron, E. and Green, M. (2009). Making Sense of Change Management: a complete guide to the models, tools and techniques of organizational change. 2nd ed. London: Kogan Page Gill, R. (2011). Theory and practice of leadership. 2nd ed., London: Sage McSherry, R. and War, J. (2010). Implementing excellence in your health care organisation: managing, leading and collaborating. Maidenhead: Open University Press Newell, R. and Burnard, P. (2011). Research evidence based practice in health care. 2nd ed., Chichester: Wiley-Blackwell Northouse, P. G. (2012). Introduction to Leadership: concepts and practices. 2nd ed., Los Angeles: Sage Journals: International Evidence Based Change in Professional Practice International Journal of evidenced based Health Care Journal of Health Care Leadership Leadership in Health Services







Evidence-based practice; Professional Practice; Quality assurance; Critical appraisal; Change management; Leadership

ADMINISTRATION

JACS CODE B700



UNIT EXTERNAL

EXAMINER


UNIT CODE 27286011

UNIT TITLE Management of Pain

UNIT ABBREVIATION

MoP

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Bernadette Devlin

KEYWORDS Pain, pain management, pharmacological, non-pharmacological, complementary therapies


On successful completion of this unit students will be able to: 1. Critically evaluate the underpinning principles of pain management in

relation to their practice area. 2. Critically appraise the role of the multi-disciplinary team (doctors (including

anaesthetists), nurses, clinical nurse specialists, pharmacists, operating department practitioners, paramedics, hospice team, and psychologists, social workers) in evidence based pain management using pharmacological methods.

3. Critically appraise the role of the multi-disciplinary team in evidence based pain management using non-pharmacological methods.

4. Critically evaluate the impact of the physiological, pharmacological and psychological factors upon pain management in a variety of settings.




1 assignment (coursework)

100% 1, 2, 3, 4




1


1



1


1


1


1


1


1


4,000 word assignment. Critical reflection and evaluation of a pain management scenario from their own area of practice encompassing all aspects of holistic care.


Detailed account of causes and management - physical, psychological and social (Learning outcomes 1 and 4).

Critically reflect upon patient management and the role of the multi disciplinary team, and the interventions used (Learning outcomes 2 and 3).




OUTLINE OF THE UNIT

BRIEF SUMMARY Participants will be able to understand and apply the principles of pain management to their own client group and develop their clinical practice.

INDICATIVE CONTENT

1. Background and principles of pain management including physiology and definitions of pain (physiological, psychological and sociological perspectives).

2. Review of pain management including traditional and complementary, pharmaceutical and non-pharmaceutical approaches.

3. Patient management and the role of the multi disciplinary team, and the interventions used

4. Review the principal physiological, pharmacological and psychological factors that influence the management of pain across the age continuum and in a variety of settings.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Brook, P., Cannell, J. and Pickering, T. (2011). Oxford handbook of pain management. Oxford: Oxford University Press Macintyre, P. E. and Schug, S.A. (2007). Acute Pain Management: A Practical Guide. 3rd ed., London: W.B. Saunders MacLellan, K. (2006). Management of pain: a practical approach for health care professionals. Cheltenham: Stanley Themes McGann, K. (2007). Fundamental aspects of pain assessment and management. Quay Books Parsons, G. and Preece, W. (2010). Principles and practice of managing pain: a guide for nurses and allied health professionals. Maidenhead: Open University Journals: Journal of Pain and Symptom management Pain Medicine





http://www.stoppain.org/

http://www.britishpainsociety.org/ www.nice.org.uk www.iasp-pain.org/



Pain relief; Pain management; Critical appraisal; Evidence-based practice; Drug therapy; Complementary therapies

http://www.stoppain.org/

http://www.britishpainsociety.org/

http://www.iasp-pain.org/

ADMINISTRATION

JACS CODE B700





UNIT CODE 27286012

UNIT TITLE Negotiated work-related professional / clinical skills

UNIT ABBREVIATION

NWRPS

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Catherine Black

KEYWORDS Specific clinical skills relating to the individual’s practice area


On successful completion of this unit students will be able to: 1. Develop professional / clinical skills relating to their area of practice. 2. Justify a rational, coherent critical review of learning achieved through in-

service staff development activities. 3. Explore the relationships between competencies demonstrated,

underpinning theoretical constructs and practice contexts and the implications for healthcare and practice.

4. Critically evaluate how in-service staff development activities have impacted on own work practice and/or environment where health/social care is provided.

5. Critically analyse and evaluate the outcome of application of learning in the practice area to self and others.




1 Portfolio (coursework)

Pass / fail 1

2 Assignment (coursework)

100% 2, 3, 4, 5




1, 2


1, 2




2


2


1



1, 2


The elements will be submitted and marked as one piece of work. Submit the portfolio evidence of achievement of practice related competencies. (Pass / fail) A reflective analysis exploring the application of new skills in the practice setting (2,000 words). (100%) Completed and signed portfolio of achievement of skills. Each student will be allocated a mentor in practice who will be responsible for assessing clinical developments (Learning Outcome 1). Essay: Evidence of justification and critical review of one aspect of the learning achieved from the development activity (Learning Outcome 2) Exposition and analysis of the theoretical and practice competency selected, and the impact on their own practice and health / social care provision, and future learning required for further practice development (Learning Outcomes 3, 4, 5).




N/A

OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will enable the student to develop identified clinical skills with the support of their manager, a clinical mentor, and an academic supervisor.

INDICATIVE CONTENT

As negotiated.

LEARNING ACTIVITIES


Type of Activity

%

Summative assessment 25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Craswell, G. (2004). Writing for Academic Success: A Postgraduate Guide. London: Sage Hart, C. (2010). Doing a Literature Review. 2nd ed. Maidenhead: Open University Press Hewitt-Taylor, J. (2011). Using Research in Practice. London: Palgrave Macmillan Jasper, M. (2006). Professional Development, Reflection and Decision Making. Oxford: Blackwell Publishing Jones-Devitt, S. and Smith, L. (2007). Critical Thinking in Health and Social Care. London: Sage Once the student has identified and negotiated the focus of their skills development, appropriate journals will be identified and referred to by their academic mentor.




Further resources will be identified at the end of each tutorial relevant to the specific subject addressed.



Critical appraisal; Professional competence; Clinical competence; Professional development

ADMINISTRATION

JACS CODE B700





UNIT CODE 27286013

UNIT TITLE Older Person-centred Approach in Practice

UNIT ABBREVIATION

OPCA

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Lyz Howard

KEYWORDS Older persons, person-centred care, values, assumptions, physiology, emotional well-being, societal influences, independence, dignity, respect


On successful completion of this unit students will be able to: 1. Critically evaluate the situation of older people in contemporary society,

exploring the reality of older people’s lives. 2. Critically analyse the evidence base and theories pertinent to older people. 3. Critically evaluate the range of influences that impact on an older person’s

health and well-being. 4. Critically evaluate their own practice and that of others in relation to care of

the older person. 5. Critically analyse the nature and impact of age discrimination on a range of

vulnerable older people in society.




1 4000 word assignment (coursework)

100% 1, 2, 3, 4, 5




1


1




1


1



1


1


An assignment critically analysing the portrayal of older people in a chosen medium with a focus on unit themes and own professional practice and that of others.

In negotiation with the unit leader, select a representation of older people within chosen medium. Include a rationale for your selected medium. Critically analyse the representation portrayed within the medium by relating it to major themes throughout the unit (Learning Outcomes 2, 3 and 5). Reflect upon the personal impact of the critical analysis and detail the professional implications for own practice and that of others (Learning Outcomes 1 and 4).




N/A

OUTLINE OF THE UNIT

BRIEF SUMMARY Participants will be enabled to develop and maintain an older person-centred approach to their practice through their engagement with learning that has older people as its focus.

INDICATIVE CONTENT

1. The role of the practitioner as a champion and advocate for older people. Influence of legal, professional and ethical issues. Dignity, equality and diversity issues. Abuse of older people.

2. Physiological, psychological and sociological theories of ageing. Heath and Social care policy and drivers relating to older people.

3. Various influences affecting older people including retirement, pensions, housing, leisure, sexuality; older people from ethnic minorities, long-term conditions, carers.

4. Explore own values and assumptions regarding ageing and older people; Service design and configuration including partnership working across boundaries, the role of the third sector, multi-professional working and involvement of older people. Impact of health promotion strategies/approaches on older people.

5. The impact of ageism in relation to challenging assumptions and myths. Development of anti-ageist strategies. Older people with organic and

functional mental health problems. Exploration of sexuality in older people, discrimination and ethnic variances.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


None

LEARNING RESOURCES

ESSENTIAL READING Bond, J., Peace, S., Dittmann-Kohli, F. and Westerhof, G. (2007). Ageing in Society, European Perspectives on Gerontology. 3rd ed., London: Sage Publications Department of Health (2001). National Service Framework for Older People Department of Health, London Finch, J. (2004). Evaluating mental services for older people. Oxford: Radcliffe Publishing Lymbery, M. (2005). Social work with older people: context, policy and practice. London: Sage Publishing Swann, J. (2007). Promoting independence and activity in older people. London: Quay Books Journals: British Journal of Social Work Journal of Adult Protection Nursing and Residential Care Nursing Older People Working with Older People Geriatric Medicine Reference will also be made to relevant journal articles and contemporary publications.

ADDITIONAL RESOURCES THAT STUDENTS SHOULD

BUY






Critical appraisal; Elderly; Ageing; Age discrimination; Health services for the aged; Patient-centred care; Socioeconomic factors

ADMINISTRATION

JACS CODE B700





UNIT CODE 27286023

UNIT TITLE Psychosocial Approaches in Recovery and Rehabilitation

UNIT ABBREVIATION

PSA

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Julie Bailey-McHale

KEYWORDS Rehabilitation, recovery, psychosocial approaches


On successful completion of this unit students will be able to: 1. Critically analyse the evidence base and key drivers to psychosocial

approaches in contemporary practice. 2. Critically review the concept of recovery and rehabilitation and the

implications for professional practice. 3. Critically appraise the key features of psychosocial approaches to care. 4. Critically reflect upon the application of skills to enhance engagement and

foster motivation for change. 5. Critically analyse the nature of relapse and relapse prevention strategies.




1 Case study (coursework)

100% 1, 2, 3, 4, 5




1


1


1



1


1


1


1


1


Critically analyse the implementation of a psychosocial approach with a chosen client including any implications for service provision (4,000 word case study).

Critically analyse the evidence base underpinning psychosocial approaches in contemporary practice (Learning Outcome 1). Define your understanding of rehabilitation and recovery (Learning Outcome 2). Give a brief description of the chosen client including a rationale for using a psychosocial approach (Learning Outcome 1) Critically appraise the characteristics of the psychosocial approach used and the skills used in each stage of the process (Learning Outcomes 3, 4, 5). Provide a critical commentary on the opportunities and challenges presented by this approach in relation to your own professional development and the implications for your service (Learning Outcome 2).




N/A

OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will introduce the key principles of psychosocial approaches within a recovery and rehabilitation model and examine the notion of working collaboratively with individuals.

INDICATIVE CONTENT

1. The professional, ethical and political drivers for psychosocial approaches. The evidence base for psychosocial approaches.

2. Defining recovery and rehabilitation. The client as expert in their care. Criticisms of the recovery approach. Aspects of power and caring. Person centred care.

3. The nature of psychosocial approaches. Overview of the stages of therapy. Core caring qualities and specific skills.

4. Strategies to enhance engagement. Developing hope and optimism. The nature of collaboration. Motivational interviewing.

5. Defining relapse. Identifying relapse signatures. Developing personal recovery plans and advanced directives.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Harris, N., Williams, S. and Bradshaw, T. (2002). Psychosocial interventions for people with schizophrenia. A practical guide for mental health workers. London: Palgrave Macmillan Koubel, G. and Bungay, H. (2008). The challenge of person-centred care. An inter professional perspective. Basingstoke: Palgrave Macmillan Tew, J. (2011). Social approaches to mental distress. Basingstoke: Palgrave Macmillan Journals: International Journal of Therapy and Rehabilitation





www.bacp.co.uk



Critical appraisal; Rehabilitation; Recovery of function; Person-centred care; Psychological factors; Social factors; Recurrence


ADMINISTRATION

JACS CODE B700





UNIT CODE 27286015

UNIT TITLE Public Health in Professional Practice

UNIT ABBREVIATION

PH

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Donna Hart

KEYWORDS Public health, health promotion, health determinants, health inequalities, public health policy


On successful completion of this unit students will be able to: 1. Critically analyse the determinants of health and well-being of individuals,

communities and populations. 2. Critically revise the evidence base and theories underpinning public health

and health promotion and evaluate the relevance of this knowledge to their own practice.

3. Critically analyse health inequalities and strategies aimed at their reduction. 4. Critically evaluate public health policy and public health and health

promotion strategies at a local, national, international and global level. 5. Critically analyse their own practice and that of others in relation to their

public health and health promotion role.




1 4000 word essay (coursework)

100% 1, 2, 3, 4, 5




1


1




1

Find, evaluate, synthesise and use information 1


1


1


1


With regard to your current role identify and critically analyse health promotion opportunities in your area of practice and evaluate how your health promotion role contributes to the contemporary public health agenda.

The analysis needs to include an evidence-based rationale for the identified health promotion opportunities in your area of practice. Consideration to be given to relevant public health and health promotion theories and concepts (Learning Outcomes 1 and 2). Critically analyse your role as a health promoter within the context of public health agenda including consideration of the key unit themes (Learning Outcomes 1, 2, 3, 4 and 5). Evaluate the personal impact of your critical analysis and the professional implications for own practice and others (Learning Outcome 5).




OUTLINE OF THE UNIT

BRIEF SUMMARY Participants will be able to develop their public health and health promotion role within their practice area through the engagement of learning that has a public health or health promotion focus.

INDICATIVE CONTENT

1. Review and explore definitions of health, the determinants of health and the impact of political, social and cultural factors on the health and well-being of individuals, communities and populations. Health needs assessment and associated frameworks.

2. Examine relevant theories and concepts underpinning public health including models and approaches to public health and health promotion, epidemiology, sociology, education, psychological theory of behaviour change, attitudes to health and health beliefs. Evidence based public health and health promotion. The context of health promotion within public health.

3. Explore different health needs and the extent of health inequalities. Examine government strategies that aim to reduce inequalities. Consider public health and health promotion approaches designed to address health inequalities.

4. Examine the factors that affect public health including political and social and legislative. Consider contemporary public health issues and public health policy at global, international, national and local levels. Consider health targets and indicators. Review the planning process including evaluation for public health and health promotion.

5. Explore the public health and health promotion role of the health/social care professional including own credibility and the health/social care professional as a role model.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Jones, L., Sidell, M. and Douglas, J. (2002). The Challenge of Promoting Health. 2nd ed., Hampshire: Palgrave Macmillan Naidoo, J. and Wills, J. (2005). Public Health and Health Promotion. 2nd ed., London: Bailliere Tindall Scriven, A. (2005). Health Promotion Practice: the contribution of nurses and allied health professionals. Hampshire: Palgrave Macmillan Scriven, A. (2010). Promoting health: a practical guide. London: Bailliere Tindall Scriven, A. and Garman, S. (2005). Promoting Health: global perspectives. Hampshire: Palgrave Macmillan Journals: International Journal of Health Promotion and Health Education Health Education and Research Health Policy and Planning Journal of Health Psychology

ADDITIONAL

RESOURCES THAT STUDENTS SHOULD BUY




Davidson, D. (2001). Promoting Men’s Health. London: Bailliere Tindall Kerr, J. (2000). Community Health Promotion. London: Bailliere Tindall Webb, P. and Bain, C. (2011). Essential Epidemiology: an introduction for students and health professionals. 2nd ed., Cambridge: Cambridge University PressWeb sites Health Development Agency www.had-online.org.uk/ Health Promotion International heapro.oupjournals.org/ Joseph Rowntree Foundation www.jrf.org.uk/home.asp

Mental Health Foundation www.mentalhealth.org.uk/

World Health Organisation www.who.int/



Health education; Health promotion; Public health; Inequalities in health

ADMINISTRATION

JACS CODE B700





http://www.had-online.org.uk/

http://www.jrf.org.uk/home.asp

http://www.mentalhealth.org.uk/

http://www.who.int/

UNIT CODE 27286017

UNIT TITLE RCN Clinical Leadership programme

UNIT ABBREVIATION

RCNCL

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Catherine Black

KEYWORDS Leadership, self management, political environment, team relationships


On successful completion of this unit students will be able to: 1. Analyse their capabilities of self-management in personal and professional

practice. 2. Critically reflect upon their ability to build, develop and manage effective

relationship with both their team and their other colleagues. 3. Critically reflect upon a focussed approach to patient / client care. 4. Critically review relevant internal external networks. 5. Critically review the political environment in which they work.

Further criteria for each of these outcomes are available within the RCN leadership information.




1 Portfolio (coursework)

100% 1, 2, 3, 4, 5




1


1


1


1


1


1


1


1


1


The student will compile and maintain a personal professional portfolio evidencing achievement of standards detailed within the RCN Clinical Leadership programme within which they will achieve all learning outcomes (4000 word equivalent / 100%).

The portfolio will have two parts. The first part (Learning outcomes 1 - 5) will contain a completed template describing how the each standard was met and will refer the reader to the relevant evidence in the second part. The first part will include:

an abbreviated curriculum vitae;

synopsis of current roles and responsibilities in clinical practice;

a supporting letter from your current manager/local facilitator of the unit;

statement from facilitator or line manager confirming the achievement of the standards;

any additional information. The second part (Learning outcomes 1 - 5) will contain the compiled evidence of achievement of the each standard at the required academic level (i.e. patient stories, observation of care, action plans and a report on the process of achieving the interventions).




N/A

OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will develop the leadership skills of health / social care practitioners enabling them to deliver high quality, patient-centred, evidence-based care within their day-to-day practice.

INDICATIVE CONTENT

1. Review of a variety of leadership models and their impact on professional relationships and practice

2. Role of the team in patient / client care. Developing and maintaining team relationships.

3. Patient stories – recording, reviewing, learning the lessons and developing action plans.

4. Networking at team, organisational and national level. How to develop and maintain relationships.

5. Impact of the local and national political environment and how to work within it and ensure the best care for patients / clients.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Barr, J. and Dowding, L. (2012). Leadership in Health Care. 2nd ed., London: Sage Clegg, S., Kornberger, M. and Pitis, T. (2011). Managing & Organizations: An introduction to theory & practice. 3rd ed., London: Sage

Ghaye, T. and Lillyman, S. (2012). Reflective leadership: a practical guide for positive action. London: Quay

Gill, R. (2011). Theory and Practice of Leadership. 2nd ed., London: Sage Northouse, P.G. (2012). Introduction to Leadership: concepts and practice. 2nd ed., Los Angeles: Sage Journals: British Journal of Healthcare Management International Journal of Clinical Leadership Health Service Journal Journal of Nursing Management



ANY OTHER Further resources will be identified at the end of each taught session

ADDITIONAL RESOURCES

relevant to the specific subject addressed.



Leadership; Professional practice; Interprofessional relations; Teamwork

ADMINISTRATION

JACS CODE B700





UNIT CODE 27286024

UNIT TITLE The Application of a Cognitive Behavioural Approach in Professional Practice

UNIT ABBREVIATION

CBA

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Julie Bailey-McHale

KEYWORDS Cognitive behavioural therapy


On successful completion of this unit students will be able to: 1. Critically appraise the characteristics of a cognitive behavioural approach. 2. Critically analyse the evidence base for a range of cognitive behavioural

approaches. 3. Critically review the core qualities and skills required by the professional

when using a cognitive behavioural approach. 4. Critically evaluate the nature of assessment and formulation within a

cognitive behavioural approach. 5. Critically review and apply a range of cognitive behavioural interventions

within own professional practice.




1 Case study (coursework)

1, 2, 3, 4, 5




1


1


1



1


1


1


1


1


Summative A 4,000 word case study critically analysing a cognitive behavioural approach utilised with a chosen service user/learner (100%).

The student should maintain a reflective diary of their use of cognitive behavioural interventions with a chosen service user.

Provide a short introduction to your service user/learner maintaining confidentiality.

Provide an overview of the cognitive behavioural approach using evidence to support and challenge its role in contemporary professional practice (Learning Outcomes 1, 2, 3, 4 and 5).

Identify the specific cognitive behavioural skills/interventions used and provide a rationale for their choice (Learning Outcomes 2 and 3).

Using appropriate literature critically analyse the evidence base and ethical considerations for the choice of these skills/interventions (Learning Outcomes 2 and 5).

Provide an action plan detailing your professional development needs (Learning Outcome 5).




N/A

OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will introduce students to the key feature of a cognitive behavioural approach. It will focus on the application of knowledge and skills within a practice context.

INDICATIVE CONTENT

1. The cognitive model and linking thoughts, feelings and behaviour. Overview of theories underpinning Cognitive Behavioural Approaches

2. Appraise the evidence and ethical base for Cognitive Behavioural Approaches. Reviewing the literature regarding Cognitive Behavioural Approaches and a range of problems.

3. The structure of cognitive behavioural approach. Agenda setting, problem lists, the collaborative and time limited nature of interactions. Key skills employed in Cognitive Behavioural Approaches including

Socratic questioning and guided discovery. Core therapist qualities. 4. Assessment of thoughts, feelings and behaviours. Assessing the

appropriateness of Cognitive Behavioural Approaches for client. Assessment tools. Using a formulation to guide interventions.

5. Exploration of a range of interventions including: challenging and reframing cognitions, thoughts diaries, activity scheduling.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Grant, A., Townend, M., Mulhern, R. and Short, N. (2010). Cognitive Behavioural Therapy in Mental Health Care. 2nd ed., London: Sage Greenberger, D. and Padesky, C. (1995). Mind over Mood. New York: The Guildford Press Simmons, J. and Griffiths, R. (2009). CBT for Beginners: A Practical Guide for Beginners. London: Sage Thomas, M. and Drake, M. (2011). Cognitive Behaviour Therapy Case Studies. London: Sage Westbrook, D., Kennerley, H. and Kirk, J. (2011). An introduction to cognitive behaviour therapy. 2nd ed., London: Sage Journals: Counselling and Psychotherapy Research Evidence Based Mental Health Journal of Mental Health





www.bacp.co.uk



Critical appraisal; Professional practice; Cognitive behavioural therapy; Reflective practice

ADMINISTRATION

JACS CODE B700






UNIT CODE 27286025

UNIT TITLE The Reflective Practitioner in Health and Social Care

UNIT ABBREVIATION

RP

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

John Struthers

KEYWORDS Reflection, reflexivity, self study, clinical supervision, use of self


On successful completion of this unit students will be able to:

1. Justify the selection of reflective approaches to the development of critical

thinking relating to own identity, professional practice and organisational culture.

2. Critically analyse methods of reflection to consider their suitability for self study to guide professional practice.

3. Critically appraise how reflexivity can inform enquiry into personal and professional practice.

4. Critically evaluate the ethical, political and financial consequences of promoting reflective practice for the individual, profession and organisation.




1 Coursework

100% 1, 2, 3, 4




1


1




1


1


1


1


1


An essay that compares two reflective approaches in relation to their methods, skills and viability of the outcomes pertaining to professional practice. The student will produce two ‘Reflective Accounts’ based on the different reflective approaches to be included as appendices (Learning Outcomes 1, 2, 3, 4, 5)(4,000 words) Adhere to confidentiality guidelines in reflective accounts and assignment.




OUTLINE OF THE UNIT

BRIEF SUMMARY This unit will equip the practitioner with the knowledge and skills that will enable them to engage in reflective practice pertinent to their practice area.

INDICATIVE CONTENT

1. Agency vs. structure debate re negotiation between self and policies. 2. Comparing models of reflection: - e.g. Driscol, Johns, Gibbs, Mezirow,

associated reflective skills. Polices pertaining to organisational expectations of reflective practice in health and social care, e.g. clinical supervision.

3. The use of various forms of communication for reflective activity: - writing, journaling, narratives, poetry, painting, drama, metaphors, music and pictures to create reflective accounts. Memories as evidence, autoethnography. The power of narratives, bibliotherapy.

4. Psychological approaches to support self study e.g. Transactional Analysis, Cognitive Behavioural approaches Psychodynamic theory. Personal Development Plans, Portfolios.

5. Organisational impact of outcomes from reflective practices. Ethical implications of reflection in health and social care, autonomy, truth telling whistle blowing and safeguarding.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

40%


35%


LEARNING RESOURCES

ESSENTIAL READING Driscoll, J. (2007). Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. Edinburgh: Bailliere Tindall Jasper, M. (2006). Professional Development, Reflection and Decision-making. Oxford: Blackwell Publishing Jones, C. (2006). Engaging Reflection in Practice: a narrative approach. Oxford: Blackwell Scaife, J. (2010). Supervising the Reflective Practitioner. London: Routledge Taylor, B. (2010). Reflective Practice for Healthcare professionals. 3rd ed., Berkshire: Open University Press White, S., Fook, J. and Gardner, F. (2006). Critical Reflection in Health and Social Care. Maidenhead: Open University Press

Journals: Counselling and Psychotherapy Journal Human Givens Learning in Health and Social Care Reflections on Nursing Leadership





Flying Start NHS Reflective Practice section http://www.flyingstart.scot.nhs.uk


The following terms can be used to search library catalogues and journal databases to find the most up to date and wide ranging publications

http://www.flyingstart.scot.nhs.uk/

available:

Critical appraisal; Reflective practice; Professional practice; Organisational culture

ADMINISTRATION

JACS CODE B700





UNIT CODE 27286020

UNIT TITLE Women's Health and Wellbeing

UNIT ABBREVIATION

WHW

LEVEL OF STUDY 6


HOME DEPARTMENT


UNIT COORDINATOR

Lyz Howard

KEYWORDS Women’s Health, contemporary society, sociological challenges, political influences, economic influences, organisational practices


On successful completion of this unit students will be able to: 1. Critically appraise women’s position in contemporary society, exploring the

reality of women’s lives. 2. Critically evaluate the evidence base and theories pertinent to women’s

health and wellbeing. 3. Critically evaluate the biopsychosocial, political and economic influences that

impact on women’s health and wellbeing. 4. Critically analyse biological, psychological, sociological, political and

economic challenges to women’s health and wellbeing throughout the lifespan.

5. Critically reflect upon their own practice, the practice of others and organisational practices relating to the care of women.




1 4000 word written assignment (coursework)

100% 1, 2, 3, 4, 5




1


1


1



1


1


1


1


1


The student will present work regarding a women’s health issue supporting this with a critical evaluation of the underpinning evidence and its potential application.

Students will present work which contains a critical evaluation of a key issue of their choice that relates to women’s health and wellbeing (Learning Outcomes 1 and 3) and will demonstrate an examination of their relevance to practice (Learning Outcomes 2, 4 and 5).




OUTLINE OF THE UNIT

BRIEF SUMMARY Participants will be enabled to develop and enhance their practice by exploring current issues and the underpinning evidence base relating to the delivery of women's health care across the age continuum.

INDICATIVE CONTENT

1. The impact of health, social, political policy and drivers relating to women's health and wellbeing, focusing on health discrepancies among populations of women. Concepts of advocacy, discrimination, empowerment, culture, sexual identity and choice related to women’s health issues.

2. Appraisal of theories relating to women’s health and wellbeing incorporating the qualitative and quantitative evidence base.

3. Public health, health maintenance, culturally and ethically appropriate health promotion strategies relevant to women’s health and wellbeing, service design and configuration including partnership working across boundaries, multi-professional working and the involvement of women in shaping their healthcare.

4. A review of contemporary health issues for women, including examples such as mental health, violence against women, economic vulnerability, sexual and reproductive health, osteoporosis and menopause.

5. An exploration of own values and assumptions, including influences, beliefs and attitudes to women's health and wellbeing within the context

of historical, organisational, local, national and global perspectives.

LEARNING ACTIVITIES


Type of Activity

%


25%

Directed study

25%


50%


LEARNING RESOURCES

ESSENTIAL READING Bekaert, S. (2007). Women’s health: a practical guide for healthcare professionals. Abingdon: Radcliffe Publishing Chambers, R., Wakley, G. and Jenkins, J. (2004). Demonstrating Your Competence: Women's Health. Oxon: Radcliffe Medical Press Ltd Department of Health (2002). What women want: mainstreaming women’s mental health. London: Mental Health Media Phillips, A. (2010). Gender and Culture. Cambridge: Polity Press Waller, D. and McPherson, A. (2003). Women's Health. 5th ed., Oxford: Oxford University Press Journals: BJOG: British Journal of Obstetrics and Gynaecology British Journal of Social Work Journal of Adult Protection Journal of Family Planning and Reproductive Healthcare







Women’s health; Critical appraisal

ADMINISTRATION

JACS CODE B700





BSc (HONS) HEALTH AND SOCIAL CARE - UNIT SPECIFICATIONS · UNIT CODE 27286004 UNIT TITLE Applied...

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