Module title: Supporting People with Learning Disabilities and Mental Health Needs

SCQF level: 08:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: LDN08114
Module leader: MR COLIN MACPHERSON
School School of Health & Social Care
Subject area group: Mental Health and Learning Disability
Prerequisites

There are no pre-requisites for this module to be added

2017/8, Trimester 3, 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: MR COLIN MACPHERSON
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to LOs
The module aims to enhance the application of theory to practice linking with concurrent theory modules and practice placements undertaken during Year Two. Reflecting a commitment to work-based learning that is supported and credit bearing. Students will be expected to gather evidence through portfolio development to clearly demonstrate that the student is attaining progress towards achievement of the NMC competencies for entry to the Professional Register (LO 1-5) and HAI package. Work based learning will be blended with face to face reflective sessions (2) and WebCT learning activities (LO 1-5).

Embedding of employability/PDP/scholarship skills
The student will be as active as possible in developing their portfolio and will develop skills in using technology, organisational, presentation, academic writing, reflection, information retrieval and research. The student will be based in practice as part of a nursing team and as such will develop employability skills including team working in a multi-disciplinary setting, negotiation and relationship skills.

Assessment (formative & summative)
The student will be assessed by their practice mentor on their achievement of the competencies and ESCs within the practice learning documentation.
Formative Assessment will include the halfway assessment by the practice mentor and service users and family carers will be asked to provide feedback that will contribute to the overall assessment of the student.

Research/teaching linkages
The module materials and reading lists draw on national and international sources bringing appropriate research to the student. The development of the portfolio will include the use of research and best practice to underpin the student’s evidence.

Supporting equality & diversity
The student will examine issues relating to equality and diversity within the portfolio construction.

Internationalisation
The student will b

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Other Work based learning 184
Face To Face Tutorial 8
Online Groupwork (Independent Study) 8
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Placement (Report) 100 1-6 15 HOURS= 0, WORDS= 3000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2017/8, Trimester 3, BLENDED, Edinburgh Napier University
Occurrence: 002
Primary mode of delivery: BLENDED
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: MR COLIN MACPHERSON
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The module aims to enhance the application of theory to practice linking with concurrent theory modules and practice placements undertaken during Year Two. Reflecting a commitment to work-based learning that is supported and credit bearing. Students will be expected to gather evidence through portfolio development to clearly demonstrate that the student is attaining progress towards achievement of the NMC competencies for entry to the Professional Register (LO 1-5) and HAI package. Work based learning will be blended with face to face reflective sessions (2) and MoodleWebCT learning activities (LO 1-5).

Embedding of employability/PDP/scholarship skills
The student will be as active as possible in developing their portfolio and will develop skills in using technology, organisational, presentation, academic writing, reflection, information retrieval and research. The student will be based in practice as part of a nursing team and as such will develop employability skills including team working in a multi-disciplinary setting, negotiation and relationship skills.

Assessment (formative & summative)
The student will be assessed by their practice mentor on their achievement of the competencies and ESCs within the practice learning documentation.
Formative Assessment will include the halfway assessment by the practice mentor and service users and family carers will be asked to provide feedback that will contribute to the overall assessment of the student.

Research/teaching linkages
The module materials and reading lists draw on national and international sources bringing appropriate research to the student. The development of the portfolio will include the use of research and best practice to underpin the student’s evidence.

Supporting equality & diversity
The student will examine issues relating to equality and diversity within the portfolio construction.

Internationalisation
The student will be exposed to both national and international policy and

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Other Work based learning 184
Face To Face Tutorial 8
Online Groupwork (Independent Study) 8
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Placement (Report) 100 1-6 15 HOURS= 0, WORDS= 3000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2018/9, Trimester 2, BLENDED, Edinburgh Napier University
Occurrence: 002
Primary mode of delivery: BLENDED
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: MR COLIN MACPHERSON
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
The module aims to enhance the application of theory to practice linking with concurrent theory modules and practice placements undertaken during Year Two. Reflecting a commitment to work-based learning that is supported and credit bearing. Students will be expected to gather evidence through portfolio development to clearly demonstrate that the student is attaining progress towards achievement of the NMC competencies for entry to the Professional Register (LO 1-5) and HAI package. Work based learning will be blended with face to face reflective sessions (2) and MoodleWebCT learning activities (LO 1-5).

Embedding of employability/PDP/scholarship skills
The student will be as active as possible in developing their portfolio and will develop skills in using technology, organisational, presentation, academic writing, reflection, information retrieval and research. The student will be based in practice as part of a nursing team and as such will develop employability skills including team working in a multi-disciplinary setting, negotiation and relationship skills.

Assessment (formative & summative)
The student will be assessed by their practice mentor on their achievement of the competencies and ESCs within the practice learning documentation.
Formative Assessment will include the halfway assessment by the practice mentor and service users and family carers will be asked to provide feedback that will contribute to the overall assessment of the student.

Research/teaching linkages
The module materials and reading lists draw on national and international sources bringing appropriate research to the student. The development of the portfolio will include the use of research and best practice to underpin the student’s evidence.

Supporting equality & diversity
The student will examine issues relating to equality and diversity within the portfolio construction.

Internationalisation
The student will be exposed to both national and international policy and

Formative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Summative Assessment:
The University is currently undertaking work to improve the quality of information provided on methods of assessment and feedback. Please refer to the section on Learning and Teaching Approaches above for further information about this module’s learning, teaching and assessment practices, including formative and summative approaches.

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Other Work based learning 184
Face To Face Tutorial 8
Online Groupwork (Independent Study) 8
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Placement (Report) 100 1-6 15 HOURS= 0, WORDS= 3000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

Inter-disciplinary/inter-agency working
Assessment, care planning and evaluation
Patient/Public safety
Reflective practice
Legal and ethical practice and dilemmas
Essential skills clusters
Quality service provision
Professional accountability
Partnership working/Person centred planning/compassionate care/values based practice
Risk assessment

Learning Outcomes for module:

LO1: Utilise an evidence-based approach to the assessment, planning, implementation and evaluation of care.
LO2: Develop skills in the assessment, treatment and evaluation of care for people with learning disabilities who have mental health needs.
LO3: Practice in accordance with The Code (NMC, 2008).
LO4: In collaboration with others develop skills in team or group activities within a range of learning situations.
LO5: Explore appropriate approaches, models or frameworks of care to support client centred care.
LO6: Develop effective communication skills with clients, families and other professionals

Indicative References and Reading List - URL:

Please contact your Module Leader for details
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