Programme Quality Handbook for · 2018. 11. 8. · Level Diploma: and/or GCSEs required at Grade C...

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.

.

https://www.plymouth.ac.uk/your-university/governance/student-handbook

https://www.plymouth.ac.uk/your-university/governance/student-handbook


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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.

https://www.plymouth.ac.uk/student-life/academic-regulations


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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

https://www.plymouth.ac.uk/uploads/production/document/path/1/1878/Accreditation_of_Prior_Learning_1516.pdf

https://www.plymouth.ac.uk/uploads/production/document/path/1/1878/Accreditation_of_Prior_Learning_1516.pdf


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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


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)


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


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)


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)


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:


A2 ILO2 Essays Professional Reports Reflective Writing



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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



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


A4 ILO4

Professional Portfolio Poster presentation Professional Report

Presentation Group project

TRUR1162


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




A5 ILO5

Professional Portfolio

Professional Report Case Study Poster Presentation

Essay Presentation


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


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




A1 ILO1 and

ILO2

Essays Professional report Research proposal

Research project Problem based learning project

Poster presentation Reflective report Employer focused

project

TRUR2157


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




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):




A2 ILO2

Professional portfolio

Essays Professional report Research proposal

Research project Presentation Timed Essay

Problem based learning project Poster presentation

Reflective report




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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




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


Work Placement Secondary/Supplementary: Independent Study


A3 ILO3


Professional Report Essay Research proposal

Research project Presentation Problem based learning

project Poster Presentation

Reflective report

Employer Focused Project

TRUR2158


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




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




A4 ILO4


Research proposal Research project Presentation

Problem based learning project Poster Presentation

Reflective report

Employer Focused Project

TRUR2158



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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




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




A5 ILO5

Professional Portfolio Research proposal Research project

Presentation Problem based learning project

Poster Presentation

Reflective report

Employer Focused

Project


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


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


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


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


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


MODULE CODE: TRUR1163 MODULE TITLE: Applied Science for Health and Social Care

CREDITS: 20 FHEQ Level: 4 JACS CODE: B700


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 %



T1 (Test) %



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.



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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


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.


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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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MODULE CODE: TRUR1164 MODULE TITLE: Contemporary Policies and Legislation in Health and Social Care



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.



50 % P1 (Practical)

50 %



%

T1 (Test) %



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.


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.



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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



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


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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


Date: 05/09/2016


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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MODULE CODE: TRUR1165 MODULE TITLE: Principles of Health and Social Care



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.



100 % P1 (Practical)

% or Pass/Fail



%

T1 (Test) %



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.


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.



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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



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.


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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


Date: 05/09/2016


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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:


Nursing Ethics

Policy Politics and Nursing Practice

Research on Social Work Practice


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MODULE CODE: TRUR1166 MODULE TITLE: Communication Skills



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.



50 % P1 (Practical)

50 %



%

T1 (Test) %



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.


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.



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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.



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.


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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


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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MODULE CODE:

TRUR1167

MODULE TITLE: Reflective Practice



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.




% or Pass/Fail



%

T1 (Test) %



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.


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.



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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



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.


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Written exam E_ %

Total = 100%

T_ % Total = 100%

Coursework C1 Group project


30% 70%

Total = 100%

LO 3 LO1, 2 and 4


Updated by: Kevin Ostapenko-Denton

Date: 05/09/2016


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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MODULE CODE: TRUR2158 MODULE TITLE: Personal & Professional Development

CREDITS: 20 FHEQ Level: 5 JACS CODE: C840


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.




% or Pass/Fail



%

T1 (Test) %



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.


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.



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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



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.


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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


Updated by: Bonnie Houghton

Date: 05/09/2016


Date: 05/09/2016


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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 Family Nursing

Reflective Practice


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MODULE CODE: TRUR2157 MODULE TITLE: Inclusive Practice in Health and Social Care



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.







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T1 (Test) %



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.


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.



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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



Guided reading. Student led seminar sessions areas of discrimination linked to the professional report. Preparation for essay through formative submission.


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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


Updated by: Laura Dolan

Date: 05/09/2016


Date: 05/09/2016


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:


Journal of Holistic Nursing

Current Sociology


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MODULE CODE: TRUR2159 MODULE TITLE: Research Skills



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.







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T1 (Test) %



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.


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.



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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.


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



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.


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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


Updated by: Annie Ostapenko-Denton

Date: 05/09/2016


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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MODULE CODE: TRUR2160 MODULE TITLE: Psychology for Health & Social Care



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.




% or Pass/Fail



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T1 (Test) %



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.


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.



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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



Guided reading. Extra-classroom activities. Preparation for essay and formative submission.


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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


Updated by: Annie Ostapenko-Denton

Date: 05/09/2016


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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MODULE CODE: TRUR2161 MODULE TITLE: Contemporary Issues in Health and Social Care



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.



80 % P1 (Practical)

20%



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T1 (Test) %



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.


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.



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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.



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Guided reading. Student led seminars around an identified issue. Study skills sessions on deconstructing text. Preparation for assessment and formative feedback.


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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


Date: 05/09/2016


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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:


Contemporary Sociology

British Journal of Psychology

Policy, Politics and Nursing Practice


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MODULE CODE: TRUR2162 MODULE TITLE: Promoting Health Behaviours



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.



(Coursework) 30% P1

(Practical) 70% or Pass/Fail



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T1 (Test) %



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.


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.



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Partnerships use if required SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT


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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.


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



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.


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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


Date: 05/09/2016


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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

Programme Quality Handbook for · 2018. 11. 8. · Level Diploma: and/or GCSEs required at Grade C...

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Transcript of Programme Quality Handbook for · 2018. 11. 8. · Level Diploma: and/or GCSEs required at Grade C...