Core Module Information
Module title: Working together in Health and Social Care Contexts

SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: HSC11103
Module leader: Fiona Maclean
School School of Health & Social Care
Subject area group: Allied Health and Social Care Sciences


Description of module content:

Through a blended learning approach you will explore, examine and identify topics which may include:
Personal identity, empathy and sense of self Reflection on own life experiences
Unconscious bias
Health and well-being monitoring
Resilience building
Human development across the lifespan
Ecological frameworks and social processes for individuals and communities (for example, housing, racism, poverty, education and employment opportunities, mental or physical ill health) and other sources of disadvantage that impact upon development and are associated with the risks of crime, marginalisation, isolation and exclusion, and inequalities in health and wellbeing
Relationships between social processes, disadvantage and social divisions.
Different communities and their respective strengths and limitations
Developing community profiles
Understanding of who service-users might be
Voluntary, private and statutory organisations working with service-users and communities
Local, national and global contexts of health and social care – policy drivers, standards and practices Professionals’ roles in supporting individuals and families in different community setting to overcome inequalities in health and social care through universal services, community resources and resilience

This module is designed to address two main SiSWE learning requirements: Units 1, 2.

Learning Outcomes for module:

LO1: Critically reflect upon own development and sense of self, including personal and professional identity.
LO2: Critically discuss the need for monitoring of own health and wellbeing, and examine strategies for building resilience.
LO3: Critically appraise the needs and strengths of individuals in the context of human development across the lifespan
LO4: Critically explore the implications of changing local, national and global health and social care context for individuals, families and communities.
LO5: Analyse the history, demographics and characteristics of specific communities, including resilience and barriers to equality in health and social care.
LO6: Critically evaluate the inter-related roles of service providers who work with specific communities, including voluntary, private and statutory organisations.

Full Details of Teaching and Assessment
2022/3, Trimester 2, BLENDED, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: BLENDED
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Kate Fennell
Module Organiser:

Learning, Teaching and Assessment (LTA) Approach:
There is a blended learning approach to this module to help you to develop your learning in relation to LOs 1-6. Online self-study will provide the theoretical background to the topics being covered, allowing for on-campus learning to focus on more interactive methods including tutorials and group discussion.

Throughout this module you will be learning collaboratively with your student peers from different professional programmes through inter-professional group work, class discussions and scenario based learning activities. These learning activities are designed to allow you to develop and deepen your understanding of your own profession’s role and that of others and to consider the ways professionals can best work together in health and social care delivery. When possible, outside speakers including practitioners and service users will complement academic staff in providing information and facilitating discussion

Tutorials will allow for critical discussion, analysis and critique of theoretical information and for the development of reflection. Scenario- (or narrative-) based learning will also be introduced.
Student-led seminars will focus around scenario-based learning and self-reflection.
Community engagement will provide you with an opportunity to examine and evaluate contexts relating to society and health, upon which theoretical critique can be based (LOs 4, 5 and 6).

Theoretical aspects of the module relating to human development across the lifespan will be introduced online (LO3) through online activities and materials which will guide you through key instructional information and direct you towards further reading. Online study and guided activities will help you to analyse communities and to critically engage with the multi-faceted nature of health and social care, and the relationships between social contexts and health (LOs 4, 5 and 6). Classroom-based seminars and tutorials will develop your critical thinking and reflexive skills, as well as develop your critical understanding of personal and professional roles and identities, resilience and personal well-being (LO 1 and 2). Formative assessment between peers and in small groups will take place in the classroom in Weeks 11 and 30, following independent preparatory study, and will build towards the submission of a summative portfolio assignment in Week 34 (LOs 1-6).

Academic Regulation F5 applies to this module, stipulating that a minimum of 80% attendance is required in order to be eligible to undertake the assessment. See the myProgramme student handbook for further guidance.

Formative Assessment:
In order to support your learning, the following activities for receiving formative feedback on your work have been designed. These activities will enable you to develop your portfolio ready for submission as your summative assignment in Week 33.

200 word reflective writing extract in Week 23, with peer assessment and whole class discussion around reflective writing and feedback
Oral feedback on a draft or plan will be offered to small groups as part of a mandatory academic support session Week 29.

Summative Assessment:
3500 word (maximum) coursework relating to case-studies. This will be in the format of a portfolio.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Tutorial 36
Face To Face Seminar 14
Online Guided independent study 30
Independent Learning External visits 10
Independent Learning Groupwork (Scheduled) 20
Independent Learning Guided independent study 90
Total Study Hours200
Expected Total Study Hours for Module200

Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Portfolio 100 1,2,3,4,5 & 6 33 , WORDS= 3500
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Indicative References and Reading List - URL:
HSC11103 Working Together in Health and Social Care