| Module Code: NUR1014 |
Module Title: PRINCIPLES OF HEALTH AND SOCIAL CARE |
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Module Provider: Health & Social Care
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Short Name: NUR1014
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Level: HE1
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Module Co-ordinator: SEARBY SD Mr (HSC)
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Number of credits: 20
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Number of ECTS credits: 10
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| Module Availability |
| Semester 1 |
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| Assessment Pattern |
Formative assessment – Essay plan
Summative assessment
Part A
A 10 minute presentation about reflection, due to be delivered on Thursday 03 December 2009
(25%)
Part B
Essay through which the student demonstrates how an understanding of the principles of health and social care practice has enhanced their approach to practice
2000 words (75%)
Both components of the assessment should be passed for an overall pass of the module
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| Module Overview |
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| Prerequisites/Co-requisites |
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| Module Aims |
The students will develop an understanding of how knowledge of health and social care practice, (including professional, ethical and legal issues) must be underpinned by knowledge of relevant sociological, psychological and physiological theory.
Students will understand the diversity of society, recognise the potential vulnerability of certain groups, and practice in an empowering and anti discriminatory manner, working in partnership with service users and professionals from other disciplines
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| Learning Outcomes |
Learning Outcomes
By the end of the module, the student should be able to:
Subject Knowledge and understanding
• recognise how complex social circumstances of service users (for example, poverty, cultural background, ethnicity) can influence their experience of health and social care services
• understand the roles of key health and social care professionals in providing services and support to service users with complex needs
• identify and understand the key features of the organisation of health and social care
• understand the core social policy framework of health and social care and identify the implications for practice
• demonstrate an awareness of a range of themes such as gender, family life and age across the lifespan from a sociological and psychological perspective
• demonstrate an understanding of the characteristics of professional relationships with particular reference to consent and confidentiality
• recognise personal responsibility to uphold the principles of anti discriminatory practice and empowerment
Cognitive skills
• apply basic principles of problem-solving
• consider the holistic needs of individuals, including health promotion and health educational needs
Key/transferable skills
• literacy – presenting information that is comprehensive to others
• numeracy – collect and begin to interpret data that is evidence based, and present it in a way that is meaningful to others
• computer skills - collect and record data using electronic resources
• work effectively with others in a team setting.
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| Module Content |
The module content enables the student to develop a conceptual understanding of the issues related to Health and Social Care Practice, along the following themes:
Psychology, topics supporting anti discriminatory practice and empowerment, such as: prejudice, health belief theory, service user/practitioner relationship.
Health promotion
Sociology/social policy, including vulnerable groups
Cultural sensitivity, cultural health beliefs
Multi professional working
Team work
Study skills,
Literacy.
Reflection.
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| Methods of Teaching/Learning |
200 hours
60 hours taught
140 hours self directed study
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| Selected Texts/Journals |
ESSENTIAL READING
Adams R. (Ed) (2007) Foundations of health and social care. Palgrave Macmillan, Basingstoke
Thompson N. (2006) Anti-discriminatory practice 4th ed Palgrave Macmillan, Basingstoke
RECOMMENDED READING
Brooker C, Waugh A 2007 Foundations of Nursing Practice (Fundamentals of Holistic Care). Mosby Elsevier
Cottrell S. 2008. Study Skills Handbook. Palgrave Macmillan. Basingstoke.
Currie ED. 2005. Developing and applying study skills. CIPD London.
Peck, J. & M. Coyle. 2005. Write it right. London: Macmillan
Gates B (Ed) 2007 Learning Disabilities: Toward Inclusion Elsevier London
Moon J A. 2000. Reflection in learning and professional development: theory and practice. Kogan Page. London.
Porter S (Ed) 2008 Tidy’s Physiotherapy (Physiotherapy Essentials) Butterworth Heinemann London
BACKGROUND READING
Bee H, Boyd D 2002 Lifespan development 3rd ed. Pearson Allyn and Bacon, USA
Department of Health 2001 Essence of Care: patient-focused benchmarking for health care practitioners DH, London
Holland K, Jenkins J, Solomon J, Whittam S 2003 Applying the Roper-
model in practice Churchill Livingstone, Edinburgh
Smith E, Atkinson R L and Fredrickson B 2002 Atkinson and Hilgard’s Introduction to Psychology 14th ed Wadsworth London
Walsh M 2004 Introduction to Sociology for Health Care Workers Nelson Thornes
Cheltenham
Other reading will be directed by key lecturers
Journals and websites
British Journal of Learning Disabilities
British Journal of Nursing
Community Care
Disability and Society
Health and Social Care in the Community
Mental Health Practice
Nursing Times
Open Mind
Physiotherapy
Physiotherapy – Journal of the Chartered Society of Physiotherapy
Social Science and Medicine
Sociology of Health and Illness
www.nmc-uk.org
www.rcn.org.uk
www.dh.gov.uk
www.mencap.org.uk
www.mind.org.uk
www.skillsforhealth.org.uk
www.skillsforcare.org.uk
www.jrf.org.uk
www.nspcc.org.uk
www.ace.org.uk
www.jiscmail.ac.uk/lists/minority.ethnic.health
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| Last Updated |
| 27TH JULY 2010 |
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