Module title: Promoting inclusion: Enabling access to health care for children, adults and old

SCQF level: 09:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: NMS09141
Module leader: Michael Brown
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

2018/9, Trimester 2, Online, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: Online
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Michael Brown
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to LOs; embedding of employability/PDP/scholarship skills; assessment (formative and summative); research/ teaching linkages; supporting equality and diversity; internationalisation (MAX 1500 CHARACTERS).
For the purposes of University Academic Regulations this is a SNMSC Theory Module.
Learning and teaching methods including their alignment to LO’s
This module is fully online. Learning and teaching approaches will be flexible in nature and use a problem-solving approach. The programme will be delivered using VLE and will involve the use of case scenarios (LO 1, 2 & 4), reading activities (LO 1, 2 & 3) discussion and reflective activities (LO 4, 5 & 6) to facilitate learning and the achievement of the LOs. The module involves guided online student interaction via the VLE discussion area that will support the student to achieve LO 1-6. Additionally, learning will be supported by the use of drop-in session involving group work activities, case studies and examples from practice.
Embedding of employability/PDP/scholarship skills
LO 1-6: Employability skills such as promoting and enhancing multidisciplinary working, communication, leadership, quality of care enhancement and improving the patient experience are all included in this module. Scholarship skills as applied to practice such as report writing, debate/discussions, presentation skills and audit are all practiced in this module. PDP will be ongoing with one 1:1 session scheduled per module.

Formative Assessment:
Formative
Students will have the opportunity to submit drafts of the elements of their portfolio at week 4, 7, 11 that forms the basis of the module assessment for formative feedback

Summative Assessment:
Summative
Week 15: The module will be assessed by the submission of a portfolio of evidence. This summative assessment will require the submission of a 5000-word portfolio that comprises 4 core elements.
Element 1 – 2000 word literature review of the evidence of the health needs of people with learning disabilities and barriers to access) (LO1,2). Element 2 – An audit of a healthcare facility and 500 word summary of the key issues identified (LO1-3) Element 3 – Power point presentation and brief 1500 word report of the findings from the audit and recommendations for improvement (LO1-4). Element 4 – 1000 word reflective essay based on an analysis of two Thought Discussions detailing the learning and future developments needs (LO1-6).


Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 100
Other Work based learning 50
Independent Learning Guided independent study 50
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Portfolio 100 1-6 15 HOURS= 0, WORDS= 5000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100
2018/9, Trimester 2, Online, Edinburgh Napier University
Occurrence: 003
Primary mode of delivery: Online
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Michael Brown
Module Organiser:


Learning, Teaching and Assessment (LTA) Approach:
Learning & teaching methods including their alignment to LOs; embedding of employability/PDP/scholarship skills; assessment (formative and summative); research/ teaching linkages; supporting equality and diversity; internationalisation (MAX 1500 CHARACTERS).
For the purposes of University Academic Regulations this is a SNMSC Theory Module.
Learning and teaching methods including their alignment to LO’s
This module is fully online. Learning and teaching approaches will be flexible in nature and use a problem-solving approach. The programme will be delivered using VLE and will involve the use of case scenarios (LO 1, 2 & 4), reading activities (LO 1, 2 & 3) discussion and reflective activities (LO 4, 5 & 6) to facilitate learning and the achievement of the LOs. The module involves guided online student interaction via the VLE discussion area that will support the student to achieve LO 1-6. Additionally, learning will be supported by the use of drop-in session involving group work activities, case studies and examples from practice.
Embedding of employability/PDP/scholarship skills
LO 1-6: Employability skills such as promoting and enhancing multidisciplinary working, communication, leadership, quality of care enhancement and improving the patient experience are all included in this module. Scholarship skills as applied to practice such as report writing, debate/discussions, presentation skills and audit are all practiced in this module. PDP will be ongoing with one 1:1 session scheduled per module.

Formative Assessment:
Formative
Students will have the opportunity to submit drafts of the elements of their portfolio at week 4, 7, 11 that forms the basis of the module assessment for formative feedback


Summative Assessment:
Summative
Week 15: The module will be assessed by the submission of a portfolio of evidence. This summative assessment will require the submission of a 5000-word portfolio that comprises 4 core elements.
Element 1 – 2000 word literature review of the evidence of the health needs of people with learning disabilities and barriers to access) (LO1,2). Element 2 – An audit of a healthcare facility and 500 word summary of the key issues identified (LO1-3) Element 3 – Power point presentation and brief 1500 word report of the findings from the audit and recommendations for improvement (LO1-4). Element 4 – 1000 word reflective essay based on an analysis of two Thought Discussions detailing the learning and future developments needs (LO1-6).

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Online Guided independent study 100
Other Work based learning 50
Independent Learning Guided independent study 50
Total Study Hours200
Expected Total Study Hours for Module200


Assessment
Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Portfolio 100 1-6 15 HOURS= 0, WORDS= 5000
Component 1 subtotal: 100
Component 2 subtotal: 0
Module subtotal: 100

Description of module content:

Value based care: attitudes and values and respect of the person.
Identifying and appraising evidence: policy, legislation, research, clinical guidelines and care pathway approaches
Communication skills: enhance communication skills, self awareness, building relationships and alternative modes of communication to promote access to healthcare
Awareness: of the role of gatekeepers, range of learning disability, identification of need, legal issues and consent.
Facilitating access: supportive environments, quality of care enhancement, individual care pathways, communication passports, protocols and patient information.
Partnership working: multidisciplinary working, leadership, acting on information, listening to individuals and carers and adjusting work practices to accommodate diversity and make reasonable adjustments to care.

Learning Outcomes for module:

LO1: Identify and evaluate the available evidence and identify the personal, social, environmental and physical barriers to promoting and enabling access to healthcare for people with a learning disability.
LO2: Develop an understanding of the ethical and legal frameworks and their application to meeting the health needs of people with a learning disability.
LO3: Appraise and apply an appropriate audit and intervention strategy to enhance access to health care of an individual or group of individuals with a learning disability in your practice area.
LO4: Critically reflect on the roles and responsibilities of users, carers and practitioners within the context of a multidisciplinary network to facilitate and enable access to health care for people with a learning disability.
LO5: Evaluate the impact of interventions and adjustments to care as a means to promote access to health care for people with a learning disability.
LO6: Critically reflect on individual learning and development needs in relation to promoting access to healthcare for people with learning disabilities.

Indicative References and Reading List - URL:

Core - DEPARTMENT OF HEALTH (2008) HEALTHCARE FOR ALL? THE INDEPENDENT INQUIRY INTO ACCESS TO HEALTHCARE FOR PEOPLE WITH LEARNING DISABILITIES: HMSO, 1st ed.
Core - NHS QUALITY IMPROVEMENT SCOTLAND (2005) BEST PRACTICE STATEMENT; ACCESS TO HEALTHCARE FOR PEOPLE WITH A LEARNING DISABILITY.: NHS QIS, 1st ed.
Core - BROWN M., MACARTHUR J., MCKECHANIE A., MACK S., HAYES M. & FLETCHER J. JOURNAL OF INTELLECTUAL DISABILITY RESEARCH (2012) : WILEY BLACKWELL Vol. 56, 12th ed. - ISSN: 09642633
Core - ALBORZ, A. MCNALLY, R. AND GLENDINNING, C. JOURNAL OF HEALTH SERVICES RESEARCH AND POLICY (2005) : SAGE Vol. 10, 3rd ed.
Core - BRADBURY-JONES C., RATTRAY J., MACGILLIVRAY S & JONES M JOURNAL OF CLINICAL NURSING (2013) : WILEY BLACKWELL Vol. 22, 1112nd ed. - ISSN: 09621067
Core - MACARTHUR J., BROWN M., MCKECHANIE A., MACK S., HAYES M. & FLETCHER J. JOURNAL OF ADVANCED NURSING (2015) : WILEY BLACKWELL Vol. 71, 7th ed. - ISSN: 03092402
Click here to view the LibrarySearch.