2022/3, Trimester 1, BLENDED,
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Occurrence: | 001 |
Primary mode of delivery: | BLENDED |
Location of delivery: | SINGAPORE |
Partner: | |
Member of staff responsible for delivering module: | Helen Blackburn |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
The LTA approach for this module is blended with a face-to-face teaching episodes at the beginning of the trimester. The modules’ face-to-face teaching will be focused around small group-work and facilitated whole class discussions supported by trigger short lectures that form the basis for the theoretical perspectives explored and the use of case examples to contextualise the theory (LO 1, 2 & 3). The group-work format has benefits as it will use the students existing knowledge and expertise to explore the theoretical, legislative and inter-relational aspects that impact on working in partnership with older people (LO 1 – 4). There will also be on-line lectures, discussion and reflective activities following the face-to-face teaching period and these will be themed in relation to the module content and learning outcomes while maintaining and utilising the opportunities for students to apply what they learn to their practice (LO 4). Case examples and vignettes will be utilised in the face-to-face teaching to support the application and contextualisation of older peoples’ care in practice supporting students who may not directly work with older people. Interactive tutorial sessions will be offered as preparation for assessment during the latter weeks of the module. Clarification of queries and student frequently asked questions will form the basis of these sessions.
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Formative assessment: an opportunity for formative feedback is offered v ia a 750 word case study submission, this will offer both formative feedback opportunity from academic staff to support learning and support the development of the summative assessment (LO 1 & 2).
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Summative assessment will be in the form of a reflective essay focused on positive approaches to nursing care that support older people with reference to the theoretical and legislative influences (LO 1,2,& 4). The assignment will also include an anticipatory plan of care making use of the agreed case study which will demonstrate the application of knowledge in practice (LO 3).
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Lecture | 16 |
Online | Guided independent study | 30 |
Online | Tutorial | 6 |
Independent Learning | Guided independent study | 148 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Essay | 100 | 1,2,3,4 | 13 | HOURS= 00.00, WORDS= 3500 |
Component 1 subtotal: | 100 | |
Component 2 subtotal: | 0 | | | |
Module subtotal: | 100 | | | |
2022/3, Trimester 3, Blended,
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Occurrence: | 002 |
Primary mode of delivery: | Blended |
Location of delivery: | SINGAPORE |
Partner: | |
Member of staff responsible for delivering module: | Helen Blackburn |
Module Organiser: | |
Learning, Teaching and Assessment (LTA) Approach: |
The LTA approach for this module is blended with two face-to-face teaching episodes, one front loaded at the start of the trimester and the second mid-trimester. The modules’ face-to-face teaching will be focussed around small group-work and facilitated whole class discussions supported by trigger short lectures that form the basis for the theoretical perspectives explored and the use of case examples to contextualise the theory (LO 1, 2 & 3).The group-work format has benefits as it will use the students existing knowledge and expertise to explore the theoretical, legislative and inter-relational aspects that impact on working in partnership with older people (LO 1 – 4).There will be on-line lectures and activities following each face-to-face teaching period and these will be themed in relation to the module content and learning outcomes while maintaining and utilising the opportunities for students to apply what they learn to their practice (LO 4). Case examples and vignettes will be utilised in the face-to-face teaching to support the application and contextualisation of ageing and nursing theories within practice supporting students who may not directly work with older people.
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Formative assessment: an opportunity for formative feedback is offered via a 750 word case study submission, this will offer both formative feedback opportunity from academic staff and peer group feedback to support learning and support the development of the summative assessment (LO 1 & 2).
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Summative assessment will be in the form of an essay that will examine the theoretical and legislative perspective of positive approaches to nursing care that support older people making use of the agreed case study to demonstrate the application of this knowledge, 2,500 words (LO 1,2,& 4). This assignment will also include a 1,000 word plan of care relating to the case study submitted as the formative element (LO 3).
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Student Activity (Notional Equivalent Study Hours (NESH)) |
Mode of activity | Learning & Teaching Activity | NESH (Study Hours) |
Face To Face | Lecture | 16 |
Face To Face | Tutorial | 4 |
Online | Lecture | 8 |
Independent Learning | Guided independent study | 80 |
Independent Learning | Groupwork (Independent Study) | 36 |
Online | Guided independent study | 56 |
| Total Study Hours | 200 |
| Expected Total Study Hours for Module | 200 |
Assessment |
Type of Assessment | Weighting % | LOs covered | Week due | Length in Hours/Words |
Essay | 100 | 1,2,3,4 | 13 | HOURS= 0, WORDS= 3500 |
Component 1 subtotal: | 100 | |
Component 2 subtotal: | 0 | | | |
Module subtotal: | 100 | | | |