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Truro and Penwith College, FdSc Health and Social Care, Programme Quality Handbook 2018-19 Last saved: November 2018
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University of Plymouth Academic Partnerships
Truro & Penwith College
Programme Quality Handbook for
FdSc Health and Social Care
2018-19
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Contents
1. Welcome and Introduction to FdSc Health and Social Care ............................................................3
2. Programme Specification .......................................................................................................................4
3. Module Records ................................................................................................................................... 32
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1. Welcome and Introduction to FdSc Health and Social Care
Welcome to the Foundation Degree in Health and Social Care. As a new Foundation
Degree we are delighted to welcome you to the programme and look forward to working with you throughout the next two years. As this programme is at the forefront
of current practice we hope that you will engage with all the opportunities for personal and academic development it affords you. Mostly, we very much hope that you enjoy it!
This programme has been designed to equip you with the skills and knowledge base
required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.
This Programme Quality handbook contains important information including:
The approved programme specification
Module records
Note: the information in this handbook should be read in conjunction with the current
edition of the Truro and Penwith College Student Handbook, available on the HE
Hub Moodle page and Digital Campus, which contains student support based information on issues such as finance and studying at HE along with the University’s
Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment.
.
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2. Programme Specification
1. Programme Details Awarding Institution: University of Plymouth
Partner Institution and delivery site (s):
Truro and Penwith College
Accrediting Body: N/A
Language of Study: English1
Mode of Study: Full Time / Part Time
Final Award: FdSc
Intermediate Award: N/A
Programme Title: FdSc Health & Social Care
UCAS Code: S4P8
JACS Code: L500
Benchmarks: This programme was written in conjunction with the QAA Foundation Degree Characteristics Statement
(September 2015) and the draft Subject Benchmarks for the Health Studies (2016) and
Social Policy (2105) and the Framework for Higher Education Qualifications.
Date of Programme
Approval: Stage 2: 23rd March 2016
2. Brief Description of the Programme
This exciting and innovative Foundation Degree provides a broad study of the Health and Social Care sector. It allows students to focus on specific clients and/or social
groups and a range of professional jobs in the wider health and social care arena. Threaded throughout the programme are a wide range of professional practice opportunities for students to develop skills relevant to many professional jobs in the
Health and Social Care sector. The module ALOs and associated assignment tasks have been carefully designed to ensure that students can take learning from their
academic environment and apply it in a workplace context. This is achieved through the use of live briefs, case studies, work shadowing, voluntary and/or paid
1 Unless otherwise approved through University of Plymouth’s Academic Development and Partnerships Committee
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placements (optional), and through a range of trips and visits to relevant employers. Alongside the vocational and applied learning, this foundation degree provides the
opportunity to study applied psychology, sociology and health sciences. The programme has been designed to ensure that contemporary issues in the health and
social care arena remain firmly at the centre of learning on this FdSc.
3. Details of Accreditation by a Professional/Statutory Body (if
appropriate)
N/A
4. Exceptions to Plymouth University Regulations (Note: Plymouth University’s Academic Regulations are available on the extranet: https://www.plymouth.ac.uk/student-life/academic-regulations)
None
5. Programme Aims The programme will deliver: A1: Knowledge and understanding of social and psychological theories and
principles that can be applied to practical issues and/or problems faced by professionals in the Health and Social Care sector. A2: Professional research skills to carry out secondary research using a range of
data readily available for analysis. Consideration of the ethical and professional values associated with researching the Health and Social Care sector will be
considered. A3: Prepare students to evaluate the appropriateness of different methods that can be applied to solve ‘workplace’ problems and propose relevant and reasoned
solutions that could be used by an employer in the Health and Social Care arena. A4: Professional values and skills required to develop appropriate ethical arguments
and values that provide a solution to a challenging situation in a specific ‘workplace’ in the Health and Social Care sector. A5: Critical reasoning skills as required to evaluate and analyse various forms of
communication in an employment context. Consideration will be given to a whole range of audiences and employers in the Health and Social Care sector.
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6. Programme Intended Learning Outcomes (ILO) By the end of this programme the student will be able to:
ILO1: Demonstrate knowledge and understanding of theories and established
principles in Health and Social Care, understand the limits of their knowledge and apply theory to practice.
ILO2: Demonstrate knowledge of the main methods of secondary research in Health and Social Care and the ability to analyse established data and undertake a critical analysis of a work related problem.
ILO3: Demonstrate the ability to reflect on and evaluate the appropriateness of different approaches to solving problems from an individual and team approach and
apply to a range of professional contexts. ILO4: Demonstrate the ability to apply appropriate and current knowledge and skills in a range of workplace contexts, taking account of the relevant professional values
and ethics as required in the Health and Social Care sector. ILO5: Show the effective use of communication skills in making reasoned and
argued judgements on the most appropriate form of communication for a range of employers, customers and employees in the Health and Social Care sector.
7. Distinctive Features This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation: Teaching & Learning
All assignments are carefully thought through and focused on a specific aspect of
Health and Social Care. Students can choose their area of study for each assignment, whether it is academic or based on solving a professional problem. The diverse teaching team have a range of qualifications, professional experience
of actually working in various health and social professions, and have the skills that will enable to the FdSc to remain dynamic and up to date.
The range of assessments methods is extensive; students will be able to do academic essays, professional reports based on live case studies, presentations and academic posters.
The assessment schedule for the programme is carefully thought through and planned to enable all students to have the best opportunity of achieving to the best of
their ability. Student Experience
Students will encounter staff who are passionate and enthusiastic about their subject. Staff will focus on student achievement and support. It is the aim of all staff
to make sure that any student on this programme has the best possible experience The programme naturally combines academic rigour with industry experience to
ensure each of our graduates gain the professional skills and experience they require to be readily employable.
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As a student you will be constantly encouraged to apply theory to practice, skills and knowledge to workplace problems and discover reasoned solutions to problems.
Most the modules have a focus on skills development, as well as academic, and you will be encouraged to record and reflect on these skills through your
Professional Portfolio. The College operates a robust tutorial system with highly supportive tutors. Academic Rigour and Vocational Relevance
This FdSc truly combines vocational relevance with academic rigour and therefore
students will experience a meaningful learning environment rich with the skills and knowledge required for a range of professional careers in the Health and Social Care sector.
8. Student Numbers The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning: Minimum student numbers per stage = approximately 10 Target student numbers per stage = 30 Maximum student numbers per stage = This is determined on an annual basis by SMT
9. Progression Route(s) Approved ‘progression route(s)’ are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to ‘top-up’ to complete a Bachelor degree, but may be employed for other award types. This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3-years. Progression arrangements with institutions other than University of Plymouth carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to University of Plymouth, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University. Students who successfully complete the FdSc Health & Social Care may progress to the Level 6 BSc (Hons) Applied Social Science at Truro and Penwith College.
Students will be considered for other top ups on an individual basis. The contribution of marks from prior levels of study to the progression award is governed by University regulations.
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10. Admissions Criteria
Qualification(s) Required for Entry to this Programme:
Details:
Level 2:
GCSE Maths & English at grade C or above. Students without one or the
other will be considered on an individual basis.
Key Skills L2 English and Maths
1. Key Skills requirement / Higher Level Diploma:
and/or
2. GCSEs required at Grade C or above:
Level 3: at least one of the following:
3. AS/A Levels
60 UCAS points from relevant Level 3 qualification.
Achievement of an Access to HE
Diploma
4. Advanced Level Diploma:
5. BTEC National Certificate/Diploma:
6. VDA: AGNVQ, AVCE, AVS:
7. Access to HE or Year 0 provision:
8. International Baccalaureate:
9. Irish / Scottish Highers / Advanced Highers:
Work Experience: Considered on an individual basis
through an interview process.
Other HE qualifications / non-standard awards or experiences:
Considered on an individual basis
through an interview process.
APEL / APCL2 possibilities: APL/APCL will be considered as per University of Plymouth Academic Regulations
Interview / Portfolio requirements: All students will be interviewed
Independent Safeguarding Agency (ISA) / Disclosure and Barring Service
(DBS) clearance required:
Students are responsible to ensure that they have a current DBS relevant to
any activities they may have associated with the programme.
2 Accredited Prior Experiential Learning and Accredited Prior Certificated Learning
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10. Academic Standards and Quality Enhancement The Programme Leader/Manager (or other descriptor) leads the Programme Committee in the following of Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed change to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee. Elements of this process include engaging with stakeholders. For this definitive document it is important to define: Subject External Examiner(s): All of this programme’s modules will be overseen by a
single EE. Additional stakeholders specific to this programme:
Students: students are involved in PCM, APM and the Student Representative system. They take part in the e-SPQ and NSS alongside individual module reviews at an institutional level.
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PS1. Programme Structure3 The following structure diagram(s) provides the current structure for this programme:
FHEQ Level: 4 For: FdSc Health & Social Care Full Time
F/T Route Year When in Year? (i.e.
autumn, spring etc)
Core or Option Module
Credits Module
Year 1 Semester 2
Core 20
TRUR1162
Sociology for Health and Social Care
Year 1 Semester 1
Core 20
TRUR1163
Applied Science for Health and Social Care
Year 1 Semester 2
Core 20
TRUR1164
Contemporary Policies and Legislation in Health and Social Care
Year 1 Semester 1 Core 20
TRUR1165
Principles of Health and Social Care
Year 1 Semester 1 Core 20
TRUR1166
Communication Skills
Year 1 Semester 2 Core 20 TRUR1167
Reflective Practice
= 120 Credits at L4
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FHEQ Level: 5 For: FdSc Health & Social Care Full Time
F/T Route Year When in Year? (i.e.
autumn, spring etc)
Core or Option Module
Credits Module
Year 2 Semester 1
Core 20
TRUR2157
Inclusive Practice in Health and Social Care
Year 2 All year
Core 20
TRUR2158
Personal and Professional Development
Year 2 All year Core 20 TRUR2159
Research Skills
Year 2 Semester 2 Core 20
TRUR2160
Psychology for Health and Social Care
Year 2 Semester 1
Core 20
TRUR2161
Contemporary Issues in Health and Social Care
Year 2 Semester 2 Core 20 TRUR2162
Promoting Health Behaviours
= 120 Credits at L5
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FHEQ Level: 4 For: FdSc Health & Social Care Part Time
P/T Route Year
When in Year? (i.e. autumn,
spring etc)
Core or Option Module
Credits Module
Year 1
Semester 1
Core 20 TRUR1162
Sociology for Health and Social Care
Year 1
Semester
2 Core 20
TRUR1163
Applied Science for Health and Social Care
Year 1
All Year
Core 20
TRUR1164
Contemporary Policies and Legislation in Health and Social Care
Year 2
Semester
2 Core 20
TRUR1165
Principles of Health and Social Care
Year 2 Semester
1 Core 20 TRUR1166
Communication Skills
Year 2 All Year
Core 20 TRUR1167
Reflective Practice
Year 1 = 60 Credits at Level 4 Year 2 = 60 Credits at Level 4
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FHEQ Level: 5 For: FdSc Health & Social Care Part Time
P/T Route Year
When in Year? (i.e. autumn,
spring etc)
Core or Option Module
Credits Module
Year 3 Semester
1 Core 20 TRUR2157
Inclusive Practice in Health and Social Care
Year 3
Semester
2 Core 20
TRUR2158
Personal and Professional Development
Year 3
All year
Core 20
TRUR2159
Research Skills
Year 4
Semester
1 Core 20
TRUR2160
Psychology for Health and Social Care
Year 4
Semester
2 Core 20
TRUR2161
Contemporary Issues in Health and Social Care
Year 4
All year
Core 20
TRUR2162
Promoting Health Behaviours
Year 3 = 60 Credits at Level 5 Year 4 = 60 Credits at Level 5
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PS2. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment Developing graduate attributes and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalized. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme. Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:
FHEQ level: 4
Definitions of Graduate Attributes and Skills
Relevant to this Programme
Teaching and
Learning Strategy / Methods
Prog Aims
Prog intended
Learning Outcomes
Range of
Assessments
Related Core
Modules
Knowledge / Understanding: QAA Subject Benchmark Statements: Health Studies (2008) and 2016 (draft version), Social Policy (2016) QAA Foundation Degree Characteristics Statement (Sept
2015) the Framework for Higher Education Qualifications and the UK Quality Code for HE
By the end of this level of this programme the students will
be able to demonstrate for a threshold pass: Knowledge and understanding of the established principles in the field of Health and Social Care, and
understand the limits of their knowledge Concepts & Principles: (Subject Benchmarks):
- The multidisciplinary nature of Health and Social Care studies
Primary: Lectures Seminars
Academic Tutorials Secondary/Supplementary: Independent Study
Guided Reading Guided Academic Activity
A1 ILO1 And ILO2
Essays Professional Reports Professional Portfolio
Reflective Writing
TRUR1162
TRUR1163 TRUR1164 TRUR1165
TRUR1166 TRUR1167
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- Emerging issues at the forefront of the Health and Social Care
- The central theoretical arguments and paradigms in
health and social care research - The range of theories of causality and evidence
relating to Health and Social Care
- Identify and propose solutions to problems, both in relation to the substantive area of Health Studies and to other social issues
- The structure, function and dysfunction of the human body
- Ethical perspectives and the diversity of values
associated with health and physical and mental well-being
- Role, remit, organisation and contemporary activities
of the main institutions of UK welfare systems - The application and effectiveness of information and
health technologies in health care delivery and/or
interventions, communication and analysis within the discipline.
- Legislation and professional and statutory codes of
conduct - Ethical principles and their application in practice - Evidence based practice
An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:
Teaching, learning and assessment are aligned to embed knowledge and understanding through formal lectures, seminars and a wide range of written and visual assessments. Theoretical concepts will be applied to a range of practice based situations to ensure students are able to apply appropriate knowledge and understanding to a range of workplace settings.
Cognitive and Intellectual Skills:
QAA Subject Benchmark Statements: Health Studies (2008) and 2016 (draft version), Social Policy (2016)
QAA Foundation Degree Characteristics Statement (Sept 2015) the Framework for Higher Education Qualifications and the UK Quality Code for HE
By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
Primary: Lectures Seminars
A2 ILO2 Essays Professional Reports Reflective Writing
TRUR1162 TRUR1163 TRUR1164
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knowledge of the main methods of enquiry in the subject and the ability to use established techniques to undertake analysis of information in order to propose
solutions in line with concepts and principles in Health and Social Care
Concepts & Principles: - Sociology and social policy as it applies to Health
and Social Care - Develop knowledge and understanding of ethics,
societal responsibilities and sustainability in the
context of Health and Social Care - Legislation and professional and statutory codes
of conduct
- Impact of contemporary patterns, problems and persistence of social inequalities
- Ethical principles and their application in practice
- Evidence based practice
Academic Tutorials Secondary/Supplementary: Independent Study
Guided Reading Guided Academic Activity
Professional Portfolio TRUR1165 TRUR1166 TRUR1167
An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment in this programme allow the student the opportunity to utilise their cognitive and intellectual skills by developing theoretical and practical lines of thinking. This evaluative thinking informs the construction of argument and allows them to make sound judgements thus utilising and building their
cognitive and intellectual skills.
Key Transferable Skills:
QAA Subject Benchmark Statements: Health Studies
(2008) and 2016 (draft version), Social Policy (2016) QAA Foundation Degree Characteristics Statement (Sept 2015) the Framework for Higher Education
Qualifications and the UK Quality Code for HE
By the end of this level of this programme the students
will be able to demonstrate for a threshold pass: The ability to evaluate the appropriateness of different approaches to solving problems and to apply these in
the context of Health & Social Care. Approaches to solving problems include (Subject
Benchmarks):
Primary: Lectures
Student led seminars Academic Tutorials Secondary/Supplementary:
Independent Study Peer and self-assessment Guided Reading
A3 ILO3
Professional Portfolio Reflective Writing
Essays Case studies Employer briefs
TRUR1162 TRUR1164
TRUR1166 TRUR1167
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- Compare between a range of health and social care contexts, such as between individual and institutional contexts, or between national,
international and global contexts - Synthesise coherent arguments from a range of
contesting theories relating to health and social
care issues - Draw upon the everyday, personal and community
experiences of health and social care
- Draw on research and research methodologies to locate, review and evaluate research findings relevant to health and social care issues, across a
range of disciplines - Obtain relevant information from a wide range of
sources
- Adopt systematic approaches to evaluating information
- Assign priorities to the work to be done effectively
- Maintain accurate records - Use opportunities provided by practice to educate
others
- Learn from experience to improve future practice
Guided Academic Activity
An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme: Key transferable skills are embedded in and intrinsic to the programme and the wide variety of assessment modes including the development of a professional portfolio to evidence key graduate transferable skills in action. Moreover, the vocational relevance and practical experience will underpin student learning allowing
the application of theory and in practice.
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Employment Related Skills:
QAA Subject Benchmark Statements: Health Studies
(2008) and 2016 (draft version), Social Policy (2016) QAA Foundation Degree Characteristics Statement (Sept 2015) the Framework for Higher Education
Qualifications and the UK Quality Code for HE
By the end of this level of this programme the students
will be able to demonstrate for a threshold pass: the ability to apply their knowledge and skills to new situations relating to a range of workplace settings
linked to health and social care Specifically, this includes (Subject Benchmarks)
- Demonstrate effective leadership approaches, including working across boundaries, to drive innovation within organisations and independently
- Build effective entrepreneurial skills for innovative practice
- Present ideas and arguments that are informed by
clear ethical judgements and professional values - Present ideas and arguments in a well-structured
and coherent manner in a variety of formats and
media for a range of different employers - An appreciation of how sectors, organisations and
businesses operate
- Learn from their practice to improve it in the particular case
- Interdisciplinary approaches to social policy topics
and issues
Primary: Lectures Seminars Academic Tutorials
Secondary/Supplementary: Independent Study Guided Reading
Guided Academic Activity
A4 ILO4
Professional Portfolio Poster presentation Professional Report
Presentation Group project
TRUR1162
TRUR1164 TRUR1165 TRUR1166
TRUR1167
An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Employment related skills are fundamental to the teaching, learning and assessment in this FdSc. Students reflect on and deve lop their practice via completion of the Professional Portfolio which asks them to consider how they have developed employment ready skills. Employment skills are embedded across a range of
modules through specific ALOs and associated assessments.
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Practical Skills: QAA Subject Benchmark Statements: Health Studies (2008) and 2016 (draft version), Social
Policy (2016) QAA Foundation Degree Characteristics Statement (Sept 2015) the Framework for
Higher Education Qualifications and the UK Quality Code for HE
By the end of this level of this programme the
students will be able to demonstrate for a threshold pass: Effective communication skills in a variety of
forms and for a range of audiences both clients and employers in the health and social arena.
Specifically, these skills include (Subject Benchmarks) - The application and effectiveness of
information and health technologies in health and social care delivery and/or interventions, communication and analysis
within the discipline - Draw upon the everyday, personal and
community experiences of health, physical
and mental well-being, and illness - Communicate with others in a clear and
articulate manner, within a wide variety of
audiences, through a range of media - Demonstrate effective leadership
approaches, including working across
boundaries, to drive innovation within organisations and independently
- Gather and evaluate relevant information
from a wide variety of sources, using appropriate manual and digital systems
- Use information and communications
technology to enhance digital capability and digital literacy in a variety of contexts
Primary: Lectures Seminars
Academic Tutorials Secondary/Supplementary: Independent Study
Guided Reading Guided Academic Activity
A5 ILO5
Professional Portfolio
Professional Report Case Study Poster Presentation
Essay Presentation
TRUR1162 TRUR1164 TRUR1166
TRUR1167
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- Demonstrate respect for client’s individuality, dignity and privacy
- Justify public trust and confidence
- Maintain high standards of practice - Protect from the risk of harm
An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:
Practical skills in the field of Health & Social Care are vital for appropriate professional practice and continued professional practice. Teaching, learning and assessment have been aligned to embed practical skills in all appropriate modules and this is further underpinned by the development of a Professional Portfolio.
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FHEQ level: 5
Definitions of Graduate Attributes and Skills Relevant to this
Programme
Teaching and Learning
Strategy / Methods Prog Aims
Prog intended
Learning Outcomes
Range of
Assessments
Related Core
Modules
Knowledge / Understanding:
QAA Subject Benchmark Statements: Health Studies (2008) and 2016 (draft version), Social Policy (2016)
QAA Foundation Degree Characteristics Statement (Sept 2015) the Framework for Higher Education Qualifications and the UK
Quality Code for HE
By the end of this level of this programme the
students will be able to demonstrate for a threshold pass: Knowledge and critical understanding of the
established principles in the field of Health and Social Care, and understand the limits of their knowledge.
Concepts & Principles: (Subject Benchmarks): - Emerging issues at the forefront of the
health and social care - The range of theories of causality and
evidence relating to the health and social
care sector - The theoretical and professional rationales
concerning health interventions
- The central theoretical arguments and paradigms in health and social care research
- Articulate central theoretical arguments within a variety of health and social care contexts, producing logical and structured
approaches supported by relevant evidence
Primary: Lectures Seminars Academic Tutorials
Secondary/Supplementary: Independent Study Guided Reading
Guided Academic Activity
A1 ILO1 and
ILO2
Essays Professional report Research proposal
Research project Problem based learning project
Poster presentation Reflective report Employer focused
project
TRUR2157
TRUR2159 TRUR2160 TRUR2161
TRUR2162
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- Synthesise coherent arguments from a range of contesting theories relating to health and social care issues
- Psychology as applied to the health and social care sector
- Sociology and social policy as it applies to
health and social care - The history of contemporary social
problems and of social policy responses to
them - Legislation and professional and statutory
codes of conduct
- Ethical principles and their application in practice
An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:
Teaching, learning and assessment are aligned to embed knowledge & understanding through formal lectures, seminars and a wide range of written and visual assessments. Theoretical concepts will be applied to a range of practice based situations to ensure students are able to apply appropriate knowledge and understanding to a range of workplace settings.
Cognitive and Intellectual Skills:
QAA Subject Benchmark Statements: Health Studies (2008) and 2016 (draft version), Social
Policy (2016) QAA Foundation Degree Characteristics Statement (Sept 2015) the Framework for
Higher Education Qualifications and the UK Quality Code for HE
By the end of this level of this programme the
students will be able to demonstrate for a threshold pass: knowledge of the main methods of enquiry in
the subject and the ability to use established techniques to undertake critical analysis of information in order to propose solutions in line
with concepts and principles in Health & Social Care.
Concepts & Principles: (Subject Benchmarks):
Primary: Lectures Seminars Academic Tutorials
Secondary/Supplementary: Independent Study Guided Reading
Guided Academic Activity
A2 ILO2
Professional portfolio
Essays Professional report Research proposal
Research project Presentation Timed Essay
Problem based learning project Poster presentation
Reflective report
TRUR2157 TRUR2158 TRUR2159
TRUR2160 TRUR2161 TRUR2162
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- Develop knowledge and understanding of ethics, societal responsibilities and sustainability in the context of health and
social care - Legislation and professional and statutory
codes of conduct
- Impact of contemporary patterns, problems and persistence of social inequalities
- Ethical principles and their application in
practice - Evidence based practice - Physical and psychological growth and
development - Psychology applied to health and social
care
- Public health principles - Health care education practice - Legislation and professional and statutory
codes of conduct - Ethical principles and their application in
practice
- Evidence based practice
Employer focused project
An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme: Teaching, learning and assessment at Level 5 requires students to apply their understanding in a number of new contexts to utilise their cognitive and intellectual skills. This evaluative thinking informs the construction of argument and allows them to make sound judgements thus utilising and continuing the
development of their cognitive and intellectual skills. The continuing focus on professional development and the application of theory to practice means that students are able to develop their graduate and employability skills.
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Key Transferable Skills: QAA Subject Benchmark Statements: Health Studies (2008) and 2016 (draft version), Social
Policy (2016) QAA Foundation Degree Characteristics Statement (Sept 2015) the Framework for
Higher Education Qualifications and the UK Quality Code for HE
By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
The ability to evaluate critically the appropriateness of different approaches to solving problems and to apply these in the
context of Health & Social Care. Approaches to solving problems include
(Subject Benchmarks): - Compare between a range of health and
social care contexts, such as between
individual and institutional contexts, or between national, international and global contexts
- Synthesise coherent arguments from a range of contesting theories relating to health and social care issues
- Draw upon the everyday, personal and community experiences of health and social care
- Draw on research and research methodologies to locate, review and evaluate research findings relevant to health
and social care issues, across a range of disciplines
- Obtain relevant information from a wide
range of sources - Adopt systematic approaches to evaluating
information
Primary: Lectures Seminars Academic Tutorials
Work Placement Secondary/Supplementary: Independent Study
Guided Reading Guided Academic Activity
A3 ILO3
Professional Portfolio
Professional Report Essay Research proposal
Research project Presentation Problem based learning
project Poster Presentation
Reflective report
Employer Focused Project
TRUR2158
TRUR2159 TRUR2160 TRUR2161
TRUR2162
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- Assign priorities to the work to be done effectively
- Use opportunities provided by practice to
educate others - Learn from experience to improve future
practice
An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme: Students continue to develop key transferable skills throughout Level 5. Teaching, learning and assessment is such that students are asked to undertake critical analysis of information and to problem solve, reflecting on their own practice as a professional. There is clear vocational relevance and practical
experience underpinning student learning the application of theory and in practice is used at Level 5 as tool to solve identifiable issues or concerns in the health and social care environment.
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Employment Related Skills: QAA Subject Benchmark Statements: Health Studies (2008) and 2016 (draft version), Social
Policy (2016) QAA Foundation Degree Characteristics Statement (Sept 2015) the Framework for
Higher Education Qualifications and the UK Quality Code for HE
By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
The ability to apply and evaluate critically their knowledge and skills to new situations relating to a range of workplace settings linked to health
and social care. Specifically, this includes (Subject Benchmarks)
- Demonstrate effective leadership approaches, including working across boundaries, to drive innovation within
organisations and independently - Build effective entrepreneurial skills for
innovative practice
- Present ideas and arguments in a well-structured and coherent manner in a variety of formats and media for a range of different
employers - An appreciation of how sectors,
organisations and businesses operate
- Interdisciplinary approaches to social policy topics and issues
- Communicate evaluations effectively using
clear ethical guidelines and professional values
- Record judgements and decision clearly
- Conduct appropriate activities skilfully and in accordance with good practice
Primary: Lectures Seminars Academic Tutorials
Secondary/Supplementary: Independent Study Guided Reading
Guided Academic Activity
A4 ILO4
Professional Portfolio
Research proposal Research project Presentation
Problem based learning project Poster Presentation
Reflective report
Employer Focused Project
TRUR2158
TRUR2159 TRUR2161 TRUR2162
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- Assess and document the outcomes of their practice
- Learn from their practice to improve it in the
particular case
An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme: Employment related skills are fundamental to the entirety of this FdSc and are underpinned in many modules. Students are required to focus on developing a
range of professional skills that require the application of theory in practice. Assessments and module ALOs are focused to ensure students are exposed to solving real life issues and problems associated with employment within the health and social care sector.
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Practical Skills: QAA Subject Benchmark Statements: Health Studies (2008) and 2016 (draft version), Social
Policy (2016) QAA Foundation Degree Characteristics Statement (Sept 2015) the Framework for
Higher Education Qualifications and the UK Quality Code for HE
By the end of this level of this programme the students will be able to demonstrate for a threshold pass:
Effective range of high level communication skills as appropriate for a variety of audiences both clients and employers in the health and
social arena. Specifically, these skills include (Subject
Benchmarks) - The application and effectiveness of
information and health technologies in
health and social care delivery and/or interventions, communication and analysis within the discipline
- Draw upon the everyday, personal and community experiences of health, physical and mental well-being, and illness
- Communicate with others in a clear and articulate manner, within a wide variety of audiences, through a range of media
- Demonstrate effective leadership approaches, including working across boundaries, to drive innovation within
organisations and independently - Gather and evaluate relevant information
from a wide variety of sources, using
appropriate manual and digital systems
Primary: Lectures Seminars
Academic Tutorials Secondary/Supplementary: Independent Study
Guided Reading Guided Academic Activity
A5 ILO5
Professional Portfolio Research proposal Research project
Presentation Problem based learning project
Poster Presentation
Reflective report
Employer Focused
Project
TRUR2158 TRUR2159 TRUR2161
TRUR2162
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- Use information and communications technology to enhance digital capability and digital literacy in a variety of contexts
- Demonstrate respect for client’s individuality, dignity and privacy
- Justify public trust and confidence
- Maintain high standards of practice - Protect from the risk of harm - Collaborate and co-operate with colleagues
An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:
The teaching, learning and assessment are aligned to specifically embed practical skills both in general terms and specifical ly. Students are required to evidence the development of their professional skills and, as such, will be able to apply theory to practice in a wide range of employability contexts. Certain assignment briefs have been designed with local employers to ensure students gain contemporary knowledge and skills for work in the health and social care
sector in the twenty first century.
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PS3. Work Based/Related Learning WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:
FHEQ level: 4
WBL/WRL Activity:
Logistics Prog Aim
Prog Intended LO
Range of Assessments
Related Core Module(s)
Range of visiting speakers
A range of visiting speakers
provide breadth of practice to our students
A1 A2
A3 A4
A5
ILO1 ILO2
ILO3 ILO4
ILO5
Professional Reports Professional Portfolio
Reflective Writing
TRUR1162 TRUR1163
TRUR1164 TRUR1165 TRUR1166
TRUR1167
Employment focused
assignments and problem based
learning scenarios
Assignments focus on Health & Social Care settings and/or identifiable issues or problems in
the sector. Students can work with employers to identify
specific contemporary issues or problems.
A1 A2
A3 A4
A5
ILO1 ILO2
ILO3 ILO4
ILO5
Real case studies Employer briefs Group project
Poster presentation
TRUR1162 TRUR1163
TRUR1164 TRUR1165 TRUR1166
TRUR1167
Personal Development Portfolio
Students have to provide
evidence of the development of their personal and professional
skills via a Level 4 portfolio.
A1
A2 A3 A4
A5
ILO1
ILO2 ILO3 ILO4
ILO5
Professional portfolio
TRUR1167
An explanation of this map: Students are required to complete a PDP in order to evidence their developing skills. All assignments are focused on the Heal th & Social Care field and require students to apply theory to practice.
FHEQ level: 5
WBL/WRL Activity:
Logistics Prog Aim
Prog Intended LO
Range of Assessments
Related Core Module(s)
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Range of visiting
speakers
Course team will ensure a range of visiting speakers provide
breadth of practice to our students.
A1 A2 A3
A4 A5
ILO1 ILO2 ILO3
ILO4 ILO5
Professional report Problem based learning project
Reflective report
TRUR2158
TRUR2159 TRUR2160 TRUR2161
TRUR2162
Employment focused
assignments
Assignments focus on Health & Social Care settings and/or
identifiable issues or problems in the sector. Students can work
with employers to identify specific contemporary issues or problems.
A1
A2 A3
A4 A5
ILO1
ILO2 ILO3
ILO4 ILO5
Professional report
Research proposal Research project Problem based learning
project Poster presentation Employer focused
project
TRUR2158 TRUR2159
TRUR2160 TRUR2161 TRUR2162
Personal
Development Portfolio
Students have to provide
evidence of the development of their personal and professional skills via a Level 5 portfolio.
A1 A2
A3 A4
A5
ILO1 ILO2
ILO3 ILO4
ILO5
Professional report Reflective report
TRUR2158
An explanation of this map: Students are required to complete a professional portfolio in order to evidence their professional development and employability skills. Many assignments require students to apply theory to practice in a real life context. At Level 5 students are expected to engage in deeper reflection on their skills, attributes
and abilities and ensure that they are maximising their employability opportunities.
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3. Module Records SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR1162 MODULE TITLE: Sociology for Health and Social Care
CREDITS: 20 FHEQ Level: 4 JACS CODE: L310
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) Students will gain an understanding of the nature of contemporary society through a range of sociological perspectives and theories relevant to the Health and Social Care environment. Consideration will be given to the impact that social inequalities have on policy-making and practice in the health and social care arena.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1
(Coursework) 100 % P1
(Practical) % or Pass/Fail (delete as appropriate)
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module aims to give consideration to a range of sociological perspectives that relate to the health and social care arena. Relevant and contemporary issues around health and social care will be explored using sociological concepts and theory. Lastly, consideration will be given to how social inequalities influence life chances and the health status of individuals, communities and other identifiable groups.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Identify and apply knowledge of the underlying concepts and theories applicable to a range of
sociological perspectives in relation to health and social care. 2. Evaluate and interpret a range of sociological perspectives in relation to a contemporary specific
issue in health and social care practice. 3. Evaluate how sociological theories could be used to tackle practical solutions to identifiable social
inequalities that influence the life chances and the health status of individuals, communities and/or other identifiable social groups.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2016 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 2
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Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 132
MODULE LEADER: Jenni Brown OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Sociological perspectives and theories (Functionalism, Symbolic Interactionism, Critical Theory, Post Structuralism and Feminism). Sociological concepts (Gender, Ethnicity, Age, Race and Class). An overview of the health and social care environment and current major concerns. Social inequalities linked to health and wellbeing of individuals, communities and other identifiable social groups. Review life chances in relation to health status and wealth.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study 155
Guided reading. Extra-classroom activities. Make contact with relevant sector employers. Preparation for assessment and formative submission of essay.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework C1 Essay
Professional Report
50% 50%
Total = 100%
LO 1 LO 2-3
Practical P_ % Total = 100%
Updated by: Jenni Brown
Date: 05/09/2016
Approved by: Annie Ostapenko-Denton
Date: 05/09/2016
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Recommended Texts and Sources: General Sociology Texts:
Cuff, E., Sharrock, W and Francis, D (2006) Perspectives in Sociology, London: Routledge
Fulcher, J and Scott, J (2007) Sociology, Oxford: OUP
Giddens, A (2009) Sociology, Cambridge: Polity
Macionis, J and Plummer, K (2008) Sociology: A Global Introduction, Harlow: Pearson
Marsh, I, Keating, M, Punch, S and Harden, J (2009) Sociology: Making Sense of Society, Harlow: Pearson
Matthewman, S (2013) Being Sociological, London: Palgrave
Texts Specific to Sociology for Health & Social Care:
Barry, Anne-Marie and Yuill, C (2011) Understanding the Sociology of Health, London: Sage
Helman, C (2007) Culture, Health & Illness London: Hodder Arnold
Lupton, Deborah (2012) Medicine as Culture, London: Sage.
Nettleton, S (2013) The Sociology of Health and Illness, London: Sage.
Scambler, G (2008) Sociology as Applied to Medicine, London: Sage
Scambler, G (2012) Contemporary Theorists for Medical Sociology, London: Routledge
White, K (2009) An Introduction to the Sociology of Health & Illness, London: Sage.
Journals:
British Journal of Sociology
Contemporary Sociology
Journal of Health & Social Behaviour
Sociology Journal (Sage / BSA)
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR1163 MODULE TITLE: Applied Science for Health and Social Care
CREDITS: 20 FHEQ Level: 4 JACS CODE: B700
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) This module considers how holistic care delivered in practice is in part determined by an understanding of the main structures and functioning of the human body. Students will gain an understanding of body functioning and the relationship to anatomy and physiology. Consideration will be given to the related terminology used by health professionals for the purpose of gathering routine data which in turn informs care practices and delivery.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL
E1 (Examination) % C1 (Coursework)
70 % P1 (Practical)
30 %
E2 (Clinical Examination)
% A1 (Generic Assessment)
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module aims to explore the structure and functioning of the human body and examine the relationship between body functioning, malfunctioning and relevant detailed anatomy and physiology. Consideration will be given to how routine data is used to inform planning for, and delivery of, holistic care for individuals.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Demonstrate a knowledge and understanding of the relationship between body functioning, malfunction and relevant detailed anatomy and physiology.
2. Relate routine variations in body structure and functioning to the delivery of care. 3. Evaluate and interpret qualitative and/or quantitative routine data that impacts on, and informs,
care delivery.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2016 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 1
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 103
MODULE LEADER: Elizabeth Phillips OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Main anatomical features Functions of body systems Metabolism, Growth and Interactions Everyday activities Regulation of internal activities Coordination and Homeostasis Measures used, accuracy and ethical considerations Physiological measurements in relation to care Impact of age Common disorders Infections Care packages Rationalisation of care practices
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study
155
Guided reading. Study skills preparation for presentations. Study skills preparation for dealing with qualitative and quantitative data. Seminar preparation linked to research project.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework C1 Research report 100% Total = 100%
LO 2 - 3
Practical P1 Presentation 100% Total = 100%
LO 1
Updated by: Elizabeth Phillips
Date: 05/09/2016
Approved by: Elizabeth Phillips
Date: 05/09/2016
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Recommended Texts and Sources: General Texts:
Peate, I and Nair, M (2011) Fundamentals of Anatomy and Physiology, London: Wiley-Blackwell
Waugh, A and Grant, A (2014) Ross and Wilson Anatomy and Physiology in Health and Illness, London: Pearson.
Texts Specific to Science of Health:
Campbell, M and Machin, D (2007) Medical Statistics: A Textbook for the Health Sciences, London: Wiley-Blackwell
Clancy, J and Mc Vicar, A (1995) Physiology and Anatomy, London, Edward Arnold
Colbert, B and Ankney, J (2009) Anatomy and Physiology for Nursing and Health Professionals, London: Wiley-Blackwell.
Dougherty, L and Lister, S (2015) The Royal Marsden Manual of Clinical Nursing Procedures, London:Wiley-Blackwell.
Ingram, P and Laverty, I (2014) Clinical Skills for Healthcare, London: Wiley-Blackwell
Journals:
Nursing Times
Evaluation and the Health Professions
Health Informatics Journal
Biological Research for Nursing
Journal of Holistic Nursing
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR1164 MODULE TITLE: Contemporary Policies and Legislation in Health and Social Care
CREDITS: 20 FHEQ Level: 4 JACS CODE: L500
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) Students will understand how the Health Professions Council embeds values and ethics through contemporary policies and legislation relevant to the health and social care sector. Students will gain a full understanding of the multiple agencies involved in the delivery and implementation of specific legislation and policy. Finally, students consider how professional values underpin the working practices, strategies and approaches of each agency in effectively implementing current policy.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL
E1 (Examination) % C1 (Coursework)
50 % P1 (Practical)
50 %
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module aims to explore the underlying professional values that contribute to the most recent development of policy and/or legislation as guided by Health Professions Council. Contemporary legislation, policy and professional involvement will be explored to consider the effectiveness of policy in practice. Lastly, students will examine how effective a multi-agency approach is to embedding and implementing the most contemporary policies and legislation in the social and health care sector.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Undertake an analysis of a range of contemporary legislation and/or policy. 2. Critically discuss a range of factors that impact the most vulnerable people and/or groups
supported by the health and social care sector. 3. Effectively communicate information and arguments relating to working practices and strategies
used to implement current health and social care policies in practice. 4. Analyse the effectiveness of a multi-agency approach in a specific health and social care context.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2016 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 2
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 131
MODULE LEADER: Sally Tripptree OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT The role of the Health Professions Council Safeguarding policies and practices Historical overview of safeguarding Types and signs of abuse and self-harm Defining vulnerable adults: individual factors, context and social factors Defining vulnerable groups or communities Contemporary legislation and policy in health and social care The role of professionals in the health and social care arena Defining boundaries for professional behaviour Working collaboratively and across multi agencies Strategies for developing a multi-agency approach
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study
155
Guided reading. Library searches on policy and legislation. Identify and review a range of possible case studies for coursework. Study skills preparation on producing an academic poster. Agreement of chosen case study submission
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework C1 Case Study 100% Total = 100%
LO 1 - 2
Practical P1 Presentation 100% Total = 100%
LO 3 - 4
Updated by: Sally Tripptree
Date: 05/09/2016
Approved by: Annie Ostapenko-Denton
Date: 05/09/2016
Recommended Texts and Sources: General Texts:
Mandelstam, M (2013) Safeguarding Adults and the Law, London: Sage
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Martin, J (2007) Safeguarding Adults: Theory Into Practice, London: Sage LearningMatters
Pritchard, J (2010) Recording Skills in Safeguarding Adults, London: Sage
Texts Specific to Safeguarding Vulnerable Adults:
Mantell, A and Scragg, T (2011) Safeguarding Adults in Social Work, London: Sage LearningMatters
Northway, R and Jenkins, R (2013) Safeguarding Adults in Nursing Practice, London: Sage LearningMatters.
Pritchard, J (2008) Good Practice in Safeguarding Adults: Working Effectively in Adult Protection, London: Sage.
Sealey, C (2015) Social Policy Simplified: Connecting Theory and Concepts with People’s Lives, England: Palgrave Macmillan.
Journals:
Journal of Social Work
Public Policy and Administration
Nursing Ethics
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR1165 MODULE TITLE: Principles of Health and Social Care
CREDITS: 20 FHEQ Level: 4 JACS CODE: L500
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) This module develops understanding of the values, ethics and principles underpinning professional practices in the health and social care sector. Students will be given the opportunity to consider how both formal and informal mechanisms used by employers and employees can be used to identify and promote good practice.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL
E1 (Examination) % C1 (Coursework)
100 % P1 (Practical)
% or Pass/Fail
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: Evaluate the implementation of the principles of support in the health and social care sector by examining relevant policy, legislation and codes of practice. Consideration is given to the ethical concerns and implications that underpin the principles determined as good practice in the health and social care sector. Students will use knowledge gained in this module to develop the skills necessary to contribute to the development and implementation of social organisational policy.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Evaluate the implementation of principles of support in the health and social care sector. 2. Examine the impact of policy, legislation, regulation and codes of practice on a range of
appropriate employers. 3. Compare and contrast a range of ethical dilemmas that underpin the development of
organisational policy as developed by an organisation in the health and social care sector. 4. Demonstrate the skills required to contribute to the development and implementation of a
policy or code of practice as required by a relevant organisation.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2016 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 1
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 131
MODULE LEADER: Sally Tripptree OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Principles of support and care Confidentiality, person centred approach, protection from harm Current legislative policy and associated ethical concerns Nature of health and social care services in a diverse society Inter-professional working Supervision and the roles and accountability of staff Employability skills
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study
155
Guided reading. Extra-classroom activities linked to preparation for constructing a professional report. Student led seminars on current policies and legislation in health and social care. Student led discussions identified ethical issues. Preparation for assessment and clear formative feedback on structure and content of the professional report.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_
%
T_ %
Coursework C1 Professional Report
Policy Case Study
50% 50%
Total = 100%
LO 1 – 2 LO 2 - 4
Practical P_ %
Updated by: Sally Tripptree
Date: 05/09/2016
Approved by: Annie Ostapenko-Denton
Date: 05/09/2016
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Recommended Texts and Sources: General Texts:
Brechin, A (2000) Critical Practice in Health and Social Care, Milton Keynes: OUP
Sanderson, H (2012) A Practical Guide to Delivering Person-Centred Practice in Health and Social Care, London: Routledge
Day, J (2013) Interprofessional Working: An Essential Guide for Health and Social Care Professionals, London: Sage
Texts Specific to Principles of Health and Social Care:
Brammer, A (2015) Social Work Law, London: Routledge
Brayne, H and Carr, H (2014) Law and Social Workers, London: Sage
Griffin, R and Tangnah, C (2013) Law and Professional Issues in Nursing, London: Sage.
Tingle, J and Cribb, A (2013) Nursing Law and Ethics: London: Wiley-Blackwell
Journals:
Journal of Social Work
Nursing Ethics
Policy Politics and Nursing Practice
Research on Social Work Practice
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR1166 MODULE TITLE: Communication Skills
CREDITS: 20 FHEQ Level: 4 JACS CODE: L370
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) Various forms of written, verbal and electronic communication will be discussed in the context of engaging with a range of stakeholders in the health and social care arena. Consideration is given to the barriers that impact effective communication between professionals and clients and/or client groups. The legal frameworks for re-recording and/or sharing of information about people will be discussed.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL
E1 (Examination) % C1 (Coursework)
50 % P1 (Practical)
50 %
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module aims to explore how relevant theories of communication can be used to understand the complexities of clear communication in the health and social care environment. Positive and negative factors that influence the flow of communication between professional and clients. Consideration of how legal frameworks restrict and monitor recorded information. Lastly, examine the use of contemporary technologies as a tools for communication particularly in e-health and social care.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Evaluate and interpret a range of communication theories relevant to the health and social care sector.
2. Develop an argument around the effective and non-effective use of written, verbal and/or electronic forms of communication in the health sector.
3. Evaluate and interpret how legal frameworks control the use of recorded information in the health and social care sector.
4. Apply knowledge of a communication theory to critique and evaluate the use of a form of electronic communication as a tool in health and social care.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2016 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 1
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 131
MODULE LEADER: Laura Dolan OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Theories of communication Forms of communication written, verbal and electronic Communication tools for the professional in the health and social care sector What constitutes positive and appropriate communication by a professional Barriers to clear lines of communication Specific communication needs for clients and/or specific client groups Legislation, charters and codes of practice in relation to communication and information Organisational systems and how they use communication effectively or non-effectively Ethics consideration regarding communication both content and mode E-health tools as modes of communication Contemporary technological tools used for communication – social media, etc.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study
155
Guided reading. Researching various forms of communication in preparation for seminars and discussions on media communications in the health and social care sector. Guest speakers and employers. Preparation for essay and formative feedback on presentation.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework C1 Essay 100% Total = 100%
LO 1 and 3
Practical P1 Presentation % Total = 100%
LO 2 and 4
Updated by: Laura Dolan
Date: 05/09/2016
Approved by: Annie Ostapenko-Denton
Date: 05/09/2016
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Recommended Texts and Sources: General Communication Texts:
Beck A, Bennett, P and Wall, P (2004) Communication Studies: The essential resource, London: Routledge Hargie O and Dickson D (2003) Skilled Interpersonal Communication: Research Theory and Practice (4th Ed) Basingstoke: Palgrave Macmillan Hargie, O (2006) The Handbook of Communication Skills London: Routledge Wodak, R (ed) (2015) Methods of Critical Discourse (3rd Edition) Sage: London Texts Specific to Communication in Health & Social Care:
Dunhill A, Elliott B and Shaw A (eds) (2009) Effective Communication and Engagement with Children and Young People, their Families and Carers, London: Sage Learning Matters Hook, D. and Franks, B. (2011) The Social Psychology of Communication, London: TaylorFrancis. Moss, B (2015) Communication Skills in Health and Social Care, Sage: London. Thompson N (2003) Communication and Language: A Handbook of Theory and Practice Basingstoke: Palgrave Macmillan
Journals:
Journal of the International Association for Relationship Research Personal Relationships
Information, Communication & Society
Business and Professional Communication Quarterly
Discourse Studies
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE:
TRUR1167
MODULE TITLE: Reflective Practice
CREDITS: 20 FHEQ Level: 4 JACS CODE: L210
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) This module explores the importance of reflective practice in health and social care settings, considering the different theories of reflective practice and how they might be utilised for future employment. Barriers to being reflective will be considered alongside the limits of reflective practice for an individual and the wider applicability for use in multi-disciplinary teams.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL
E1 (Examination) % C1 (Coursework)
100 % P1 (Practical)
% or Pass/Fail
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module will consider a range of reflective practice models and their applicability to practice. Students will examine the importance of being a reflective practitioner to individual professions and as part of a multi-disciplinary team in a health and social care setting. Consideration will be given to range of social, cultural and political barriers that can reduce the effectiveness of reflection on and in practice.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Compare and contrast a range of theories and models of reflective practice. 2. Discuss the importance of reflection on, and in practice, to solving a professional problem. 3. Evaluate and use a model of reflective practice as part of a multi-disciplinary team. 4. Identify social, cultural and/or political barriers that impact on reflection in practice.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2016 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 2
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 131
MODULE LEADER: Kevin Ostapenko-Denton OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Theories and models of Reflective Practice Application of reflective practice in a professional context Theories of professionalism The role of reflective practice for professionalism Barriers to reflective practice: individual barriers Barriers to reflective practice: professional barriers Barriers to reflective practice: across professions Using models of reflection in multi-disciplinary teams Techniques of reflection in multi-disciplinary teams
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study
155
Guided reading. Group and team work activities in preparation for the assignment. Preparation for Professional Portfolio. Group led seminars in relation to project topics.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework C1 Group project
Professional Portfolio
30% 70%
Total = 100%
LO 3 LO1, 2 and 4
Practical P_ % Total = 100%
Updated by: Kevin Ostapenko-Denton
Date: 05/09/2016
Approved by: Annie Ostapenko-Denton
Date: 05/09/2016
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Recommended Texts and Sources: General Reflective Practice Texts:
Bolton, G (2010) Reflective Practice: Writing and Professional Development, London: Sage. Bradbury H, Frost N, Kilminster S and Zukas M (2010) Beyond Reflective Practice Oxon: Routledge Fisher, A (2001) Critical Thinking: An Introduction Cambridge: Cambridge University Press
Texts Specific to Reflective Practice in Health & Social Care:
Banks, S (2001) Ethics and Values in Social Work (2nd Edn) Basingstoke: Palgrave Ghaye, A and Ghaye, K (1998) Teaching and Learning Through Critical Reflective Practice London: David Fulton. Hargreaves, J (2103) Reflective Practice (Key Themes in Health and Social Care), London: Polity Press. Knott, C and Scragg, T (2013) Reflective Practice in Social Work, London: Sage Learning Matters Oelofsen, N (2012) Developing Reflective Practice: A Guide for Students and Practitioners of Health and Social Care, England: Lantern Publishing
Journals:
British Journal of Sociology
Reflective Practice
British Journal of Social Work
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR2158 MODULE TITLE: Personal & Professional Development
CREDITS: 20 FHEQ Level: 5 JACS CODE: C840
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) This module provides students with an opportunity to evidence the development of their personal and professional skills and knowledge in the field of Health & Social Care. Students will maintain a Personal and Professional Portfolio evidencing their practical experiences and their academic development throughout the course. All forms of practice whether voluntary, paid or simulated can contribute to the PP Portfolio.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL
E1 (Examination) % C1 (Coursework)
100 % P1 (Practical)
% or Pass/Fail
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module explores how personal values, principles, culture and identity influence an individual’s approach and professional development. Students examine the importance of planning for progress, target setting and ensuring the application of theory to practice. Consideration is given to the principles of professional engagement and application of care values in the workplace. Lastly, students consider how they develop professional skills along with knowledge and understanding of working in health and soc ial care sector.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Evaluate how personal values, principles, culture and identity influence individual professional practice.
2. Plan, critically evaluate and set targets that demonstrate personal and professional progress. 3. Reflect on own application of principles of professional engagement and care values in a
workplace setting. 4. Demonstrate development and application of professional skills and understanding in relation to a
range of health and social care settings.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2017 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: All year
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 105
MODULE LEADER: Bonnie Houghton OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Theories and models of reflective practice Developing a professional portfolio Personal values, culture and workplace experience Professional values, culture, ethics and identity Care values in a health / social care setting Factors that affect change personal and professional values Self-reflection: identifying own strengths and weaknesses Personal and professional development planning Learning style Professional relationships Barriers to personal and professional development Theory into practice using simulations, scenarios and real workplaces
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study
155
Guided reading. Student led seminar activities around professional opportunities in the health and social care arena. Portfolio preparation and formative feedback on content and layout. Students will complete the portfolio in sections.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework C1 Reflection
Professional Plan
50% 50%
Total = 100%
LO 1 – 2 LO 3 - 4
Practical P_ % Total = 100%
Updated by: Bonnie Houghton
Date: 05/09/2016
Approved by: Annie Ostapenko-Denton
Date: 05/09/2016
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Recommended Texts and Sources: General Texts:
Bolton, G (2014) Reflective Practice: Writing and Professional Development, London: Sage
Cottrell, S (2010) Personal Development and Employability, London: Palgrave.
Forde, C (2006) Professional Development, Reflection and Enquiry, London: Sage
Texts Specific to Personal & Professional Development in Health & Social Care:
McLeod, J and McLeod, J (2014) Personal and Professional Development for Counsellors, Psychotherapists and Mental Health Practitioners, London: Sage
Seden, J and Matthews, S (2010) Professional Development in Social Work: Complex Issues in Practice, London: Routledge
Thompson, I and Melia, K (2006) Nursing Ethics, London: Sage.
Thompson, S (2008) The Critically Reflective Practitioner, England: Palgrave Macmillan.
Journals:
Journal of Pastoral Care & Counselling: Advancing theory and professional practice
Qualitative Social Work
Journal of Social Work
Journal of Family Nursing
Reflective Practice
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR2157 MODULE TITLE: Inclusive Practice in Health and Social Care
CREDITS: 20 FHEQ Level: 5 JACS CODE: L210
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) This module provides a grounding in inclusive practice and the principles that underpin it. Consideration is given to the various cultural and societal influences that can reinforce discrimination at an individual and/or community level. Finally, students will also explore the how anti-oppressive practice can empower individuals and/or social groups.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1
(Coursework) 100 % P1
(Practical) % or Pass/Fail (delete as appropriate)
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module aims to critically explore the various concepts that underpin discrimination and the principles of inclusive practice from the perspective of an individual and a social group. The module will also examine the role of anti-oppressive practice and the disempowerment of individuals and social groups. The legal parameters of discrimination will be discussed in relation to a range of health and social care settings.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Demonstrate a critical understanding of the principles that underpin discrimination and explain how they have developed.
2. Critically evaluate how individual and societal influences impact on discrimination in practice. 3. Discuss the importance of recognising and encouraging anti-oppressive practice in health and
social care setting. 4. Recognise the limits of legal parameters in relation to discrimination in a specific health and social
care setting.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2017 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 1
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 131
MODULE LEADER: Laura Dolan OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Identification of bases of discrimination Identify the underpinning principles of discrimination for individuals Identify the underpinning principles of discrimination for social groups Historical overview of discrimination Legal redress, legislation to protect anti-oppressive practice Influence of society on discrimination (TV, radio, newspapers, magazines and social media, etc.) Influence of individual factors on discrimination (socialisation, schooling, peers, family, etc.) Anti-oppressive practice and behaviour of individuals Anti-oppressive practice and behaviour of social groups
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study 155
Guided reading. Student led seminar sessions areas of discrimination linked to the professional report. Preparation for essay through formative submission.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework C1 Essay
Professional Report
50% 50%
Total = 100%
LO 1 and 2 LO 3 and 4
Practical P_ % Total = 100%
Updated by: Laura Dolan
Date: 05/09/2016
Approved by: Annie Ostapenko-Denton
Date: 05/09/2016
Recommended Texts and Sources: General Texts:
Clements, P (2001) The Equal Opportunities Handbook, London: Sage.
Clements, P and Spinks, T (2009) How to Recognise Diversity, Encourage Fairness and Promote Anti-Discrimination Practice, London: Routledge
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Thompson, N (2012) Anti-Discriminatory Practice: Equality, Diversity and Social Justice, London: Sage
Texts Specific to Inclusive Practice:
Cocker, C and Hafford-Letchfield, T (2014) Rethinking Anti-Discriminatory and Anti-Oppressive Theories for Social Work Practice, London: Sage
Davis, J., Birks, M and Chapman Y (2016) Inclusive Practice for Health Professionals, Australia and New Zealand: OUP
Mccray, J (2009) Nursing and Multi-Professional Practice, London: Routledge
Tomlinson, D and Trew, W (2009) Equalising Opportunities, Minimising Oppression: A Critical Review of Anti-Discriminatory Policies in Health & Social Care, London: Routledge
Journals:
British Journal of Social Work
Journal of Holistic Nursing
Current Sociology
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR2159 MODULE TITLE: Research Skills
CREDITS: 20 FHEQ Level: 5 JACS CODE: C810
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) This module provides students with a set of research skills relating to the health and social care area. Students will be given the opportunity to carry out a series of secondary research activities linked to a chosen topic of interest. They will carry out a small scale investigation using secondary data sets and write up the project using appropriate academic conventions.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1
(Coursework) 100 % P1
(Practical) % or Pass/Fail (delete as appropriate)
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module will enable students to develop a range of key research skills by undertaking a small scale research project using secondary source data. Students will reflect on the process and skills required to construct a small research project and examine relevant ethical frameworks, principles and issues as appropriate.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Identify and critique a contemporary problem in the health and social care arena. 2. Using secondary source data investigate relevant research methods that could be applied to
provide a valid solution to the identified problem. 3. Plan, construct and carry out a small scale research project using secondary source data. 4. Apply, and reflect on, ethical principles relating to your research project.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2017 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: All Year
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must e considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 104
MODULE LEADER: Annie Ostapenko-Denton OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Types of secondary source data sets Research methods Research skills Timeframes, planning and keeping it within limits Writing research questions and identifying a problem Evaluating research methodologies Exploring results Ethical frameworks Academic conventions
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study
155
Guided reading. Develop research ideas and explore ethical issues relating to identifiable problem. Preparation for research project, using and accessing formal secondary source data sets. Provide formative on research proposal.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework C1 Research proposal
Research project
50% 50%
Total = 100%
ALO 1 and 4 ALO 2 and 3
Practical P_ % Total = 100%
Updated by: Annie Ostapenko-Denton
Date: 05/09/2016
Approved by: Elizabeth Phillips
Date: 05/09/2016
Recommended Texts and Sources: General Research Texts:
Bell, J. (2010) Doing Your Research Project (5th Edn). Buckingham: OU Press Blaxter, L., Hughes, C., and Tight, M. (2008) How to Research, (3rd Edn.) Maidenhead: Open University Press Silverman, D. (2009) Doing Qualitative Research, (3rd Edn.). London: Sage
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Texts Specific to Research in Health & Social Care: Bowling, A (2014) Research Methods in Health, London: Sage Denscombe, M. (2010) Ground Rules for Social Research: Guidelines for Good Practice (2nd Edn). Maidenhead: OUP Neale, J (2008) Research Methods for Health & Social Care, London: Routledge Wareing, M (2015) Becoming a Learner in the Workplace: A Students Guide to Practice and Work Based Learning in Health and Social Care, London: Quay Books
Journals:
Action Research
Research on Social Work Practice
Journal of Research in Nursing
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR2160 MODULE TITLE: Psychology for Health & Social Care
CREDITS: 20 FHEQ Level: 5 JACS CODE: C810
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) This module considers the psychological factors that influence human behaviour and the effects they have on users of health and social care services. Psychological perspectives are considered alongside theories of development across the lifespan. Consideration of psychological theories are applied to specific health-related behaviours and the use of psychology in explaining contemporary social and health issues.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL
E1 (Examination) % C1 (Coursework)
100 % P1 (Practical)
% or Pass/Fail
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module will consider how psychological perspectives are important to health and social care professional and organisations. Students will examine psychological development through the lifespan. Consideration will be given to how psychological determinants of behaviour impact on and can be displayed in health and social care settings. Finally, an examination of psychological concepts and theory in relation to contemporary social care and health issue will underpin the knowledge and understanding in this module.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Evaluate psychological perspectives and their relation to health and social care. 2. Discuss psychological development through the lifespan. 3. Examine how psychological determinants of behaviour influence individuals. 4. Consider psychological concepts and theory in relation to contemporary social and health issues.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2017 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 2
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
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Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 104
MODULE LEADER: Annie Ostapenko-Denton OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Psychological perspectives Theories of lifespan development Psychological determinants of human behaviour Rewards systems Cognitive dissonance and decision making Obedience, conformity and group membership Stress, mental health and health behaviours
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study 155
Guided reading. Extra-classroom activities. Preparation for essay and formative submission.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework C1 Case Study
Report
25% 75%
Total = 100%
ALO 3 ALO 1, 2 and 4
Practical P_ % Total = 100%
Updated by: Annie Ostapenko-Denton
Date: 05/09/2016
Approved by: Elizabeth Phillips
Date: 05/09/2016
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Recommended Texts and Sources: General Psychology Texts:
Atkinson, R, Atkinson, R, Smith, E, Bem, D and Nolen-Hoeksema, S (2000) Hilgard’s Introduction to Psychology, London: Harcourt-Brace
Gross, R (2015) Psychology: The Science of Mind and Behaviour, London: Hodder Arnold
Schacter, D, Gilbert, D and Wegner, D (2011) Psychology, London: Worth
Texts Specific to Psychology for Health & Social Care:
Gentle, B and Miller, B (2009) Foundations of Psychological Thought: A History, London: Sage
Marks, D, Murray, M, Evans, B and Vida Estacio, E (2015) Health Psychology: Theory, Research and Practice, London: Sage.
Bayne, R and Jinks, G (2013) Applied Psychology, London: Sage.
Journals:
British Journal of Psychology
British Journal of Health Psychology
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR2161 MODULE TITLE: Contemporary Issues in Health and Social Care
CREDITS: 20 FHEQ Level: 5 JACS CODE: L431
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) This module will develop students’ understanding of the broader societal context of matters relating to health and social care. Students will consider and analyse the methods used to bring information to the public arena for debate and will evaluate the validity and reliability of that information. The influence of the media and the power of media portrayal will be explored in relation to one specific issue.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions] WRITTEN EXAMINATION COURSEWORK PRACTICAL
E1 (Examination) % C1 (Coursework)
80 % P1 (Practical)
20%
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module considers how information relating to health and social care can be utilised by bodies and organisations to raise an issue of public concern. Students will be given the opportunity to explore in detail one contemporary issue along with all of the political, cultural media hype and data used to bring the issue to the forefront of public concern. Finally, students will consider how contemporary issues have broader economic and practical applicability to the development of health and social care services.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Identify and critique a political or social issue that is current and relates to the health and social care arena.
2. Engage in critical debate about how the influence of media information on the health and social care sector gives rise to issues of public concern.
3. Examine how a specific issue of public concern has been presented in the media and how the limits of knowledge on this issue influence the final outcome.
4. Analyse the influence of the contemporary media and/or political perspective on the identified issue and propose a solution to the problem.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2017 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 1
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required
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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 131
MODULE LEADER: Kevin Ostapenko-Denton OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Types of information used by the media: adverts, news, statistics, documentaries, etc. Issues of public concern: historical and contemporary, for example disability funding, immigration, abortion Media portrayal: power and subtext Types of media: social media, hard copy media, journals, magazines, TV and radio Perspectives, viewpoints and politics from individuals, social groups and relevant organisations Current service provision Development of health and social care services How to interrogate evidence and critical reading of texts, visual, written and verbal.
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study
155
Guided reading. Student led seminars around an identified issue. Study skills sessions on deconstructing text. Preparation for assessment and formative feedback.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
T_ %
Coursework C1 Problem based
learning project
100%
LO 1 – 3
Practical P1 Poster presentation 100%
LO 4
Updated by: Kevin Ostapenko-Denton
Date: 05/09/2016
Approved by: Annie Ostapenko-Denton
Date: 05/09/2016
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Recommended Texts and Sources: General Texts:
Mooney, G and Sweney, T (2006) Social Care, Health & Welfare in Contemporary Scotland, London: Wiley
Carrier, J and Kendall, I (2015) Health and the National Health Service: Contemporary Issues in Public Policy, London: Sage.
Greene, R (2007) Contemporary Issues of Care, London: Wiley.
Texts Specific to Current Issues in Health & Social Care:
Burkhardt, M and Nathaniel, A (2013) Ethics and Issues in Contemporary Nursing, London: Sage.
Hardy, M (2015) Governing Risk: Care and Control in Contemporary Social Work. London: Routledge
Leathard, A and McClaren, S (2007) Ethics: Contemporary Challenges in Health and Social Care, London: Policy Press
Scambler, G (2012) Contemporary Theorists for Medical Sociology, London: Routledge
Teater, B (2014) Contemporary Social Work Practice, London: Routledge
Journals:
British Journal of Social Work
Contemporary Sociology
British Journal of Psychology
Policy, Politics and Nursing Practice
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SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty
Quality Procedures for approval and issue of new module code.
MODULE CODE: TRUR2162 MODULE TITLE: Promoting Health Behaviours
CREDITS: 20 FHEQ Level: 5 JACS CODE: L431
PRE-REQUISITES: None CO-REQUISITES: None COMPENSATABLE: Yes
SHORT MODULE DESCRIPTOR: (max 425 characters) This module aims to provide students with a deeper understanding of the influences of health in a modern society and also allows them to consider the factors which influence strategies to promote good health. Students are required to plan a public health promotion campaign for a specific group and/or a business.
ELEMENTS OF ASSESSMENT Use HESA KIS definitions]
WRITTEN EXAMINATION COURSEWORK PRACTICAL E1 (Examination) % C1
(Coursework) 30% P1
(Practical) 70% or Pass/Fail
E2 (Clinical Examination)
% A1 (Generic Assessment)
%
T1 (Test) %
SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health & Social Care
Professional body minimum pass mark requirement: N/A
MODULE AIMS: This module will enable students to consider how the socio-economic influences on health and public health can be examined through the promotion of a health campaign. Consideration will be given to factors influencing health promotion at a group level and at an organisational and/or business level. Students will evaluate the various stages of planning a public health promotion campaign and evaluate its effectiveness.
ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to:
1. Identify and critique how socio-economic influences impact on health and public health for a specific group and/or a business.
2. Reflect on models of public health promotion for a specific group and/or a business. 3. Discuss factors which influence public health promotion when working with a specific group
and/or a business. 4. Plan and evaluate a public health promotion campaign for a specific group and/or a business.
DATE OF APPROVAL: 01/2016 FACULTY/OFFICE: Academic Partnerships
DATE OF IMPLEMENTATION: 09/2017 SCHOOL/PARTNER: Truro and Penwith
College
DATE(S) OF APPROVED CHANGE: Click here to enter a date.
TERM/SEMESTER: Semester 2
Additional notes (for office use only): For delivering institution’s HE Operations or Academic
Partnerships use if required SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT
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Page 67 of 68
Items in this section must e considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.
ACADEMIC YEAR: 2018/19 NATIONAL COST CENTRE: 105
MODULE LEADER: Bonnie Houghton OTHER MODULE STAFF: None
SUMMARY of MODULE CONTENT Socio economic influences on health Sources of information on health campaign issues Models of public health promotion Government strategies, local/regional/national Role of health professionals on promoting campaigns Role of businesses and or organisations on promoting campaigns Theories that underpin knowledge and understanding of health behaviour Social, cultural, economic and political factors influencing public health promotion Purposes, strategies and legislation surrounding public health promotion campaigns Evaluating own public health campaign
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 45 Formal lectures.
Guided Independent Study
155
Guided reading. Study skills on planning a report and a campaign. Student led seminars on issues relating to planning a health promotion campaign. Preparation for poster presentation. Make contact with relevant organisations or employers that would promote your campaign. Formative feedback on poster campaign.
Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)
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Written exam E_ %
Total = 100%
T_ % Total = 100%
Coursework A1 Reflective report
100% Total = 100%
ALO 2
Practical P1 Employer focused
project
100% Total = 100%
ALO 1, 3 - 4
Updated by: Bonnie Houghton
Date: 05/09/2016
Approved by: Annie Ostapenko-Denton
Date: 05/09/2016
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Recommended Texts and Sources: General Texts:
Green, J and Tones, K (2015) Health Promotion: Planning and Strategies, London: Sage.
Hubley, J and Copeman, J (2013) Practical Health Promotion, London: Sage
Naidoo, J and Wills, J (2009) Foundations for Health Promotion, London: Sage
Texts Specific to Health Promotion:
Catford, J and Bunton, R (2002) Health Promotion: Disciplines and Diversity, London: Sage.
Evans, D (2014) Health Promotion and Public Health for Nurses, London: Sage LearningMatters
Upton, D (2014) Promoting Healthy Behaviour: A Practical Guide, London: Routledge
Willis, J (2014) Fundamentals of Health Promotion for Nurses, London: Routledge
Vandiver, V (2008) Integrating Health Promotion and Mental Health: An Introduction to Policies, Principles and Practices, London: Sage
Journals:
Global Health Promotion
Health Promotion Practice
Pedagogy in Health Promotion: The Scholarship of Teaching & Learning
Perspectives in Public Health