Modules

Module title: Theory 5 A - Critical Perspectives of Learning Disability
SCQF level: 09:
SCQF credit value: 20.00
ECTS credit value: 10
Module code: LDN09113
Module leader: Linda Hume
School School of Health & Social Care
Subject area group: Transforming Education and Practice
Prerequisites

N/A
2019/0, Trimester 1, BLENDED,
Occurrence: 001
Primary mode of delivery: BLENDED
Location of delivery: SIGHTHILL
Partner:
Member of staff responsible for delivering module: Linda Hume
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
There is a blended approach to learning and teaching in this module. Student learning will be supported via interactive on-line learning materials (on line lecturers and activities) accessed via Moodle (the Universities online learning platform) and face to face contact incorporating tutorials and associated clinical skills sessions. Students will have the opportunity to consider a wide range of factors which influence the evidence based interventions
(LO1-2). You are required to explore key literature, legislation and policy/ procedure to inform knowledge base and skills required to respond safely and effectively people with a learning disability requiring complex interventions.
The focus of interagency working and clinical decision making while working with people with a learning disability and their supports will be explored through the use of key documents in each area (LO3-4). You will participate in a series of activities to enhance previously acquired knowledge and skills to enforce the integration of knowledge into practice and influence decision making to ensure positive outcomes for people with a learning disability and their families in preparation for the role as a registered Learning Disability Nurse (LO5). Theories of clinical governance, quality improvement and leadership will be addressed online and considered within the tutorials (LO 4).
Feedback will be provided during the face-to-face tutorial groups and online sessions and discussions. Students will be required to be self-directing and take responsibility for their own learning, supported by the module leader.
Formative Assessment:
A mock exam question for group/peer feedback will be completed in week 7

Summative Assessment:
Exam LO1-5
A 3-hour invigilated; closed book exam will be timetabled in week 14/15.



Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Lecture 12
Face To Face Tutorial 36
Online Groupwork (Scheduled) 32
Independent Learning Guided independent study 108
Face To Face Practical classes and workshops 12
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Centrally Time Tabled Examination 100 1,2,3,4 14/15 HOURS= 3, WORDS= 0
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

In this module you will examine evidence based interventions to promote health and wellbeing for people with learning disabilities. You will demonstrate an understanding of the roles of multidisciplinary team members in the provision of complex interventions and risk management. You will identify a range of behaviour intervention models such as positive behaviour support, cognitive behavioural therapy and, behavioural family therapy to support individuals with a learning disability and their families and carers and justify the assessment process in relation to formulation of person centred interventions.
You will have the opportunity to practice associated clinical skills and scenario based skills teaching within the Centre for Simulation and Clinical Skills to contextualise the theory to practice
Learning Outcomes for module:

Upon completion of this module you will be able to
LO 1: Critically reflect upon the definitions, common principles and values associated with a range of behaviour intervention models.
LO2: Identify and evaluate appropriate risk assessment and management tools to support individuals with Learning Disabilities at points of crisis requiring intervention taking cognisance of specific legislation to support these interventions.
LO 3: Evaluate the role of the multidisciplinary team in improving and maintaining quality of life through person-centred outcomes
LO 4: Illustrate the assessment process, implementation and evaluation of formulation based comprehensive intervention plans.
LO 5: Critically reflect on the role of specialist services when specific interventions are required to maintain the health and well-being of people with a learning disability

Indicative References and Reading List - URL:

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