2013 Cohort
FdA Health & Social Care
Knowledge and Skills in Health and Social Care Practice 1
Sarah Rutherford ŠManchester Metropolitan University Email: fdaenquiries@ad.mmu.ac.uk
Contents Introduction to the unit ..................................................................................................................................... 3 What is the unit called? ................................................................................................................................. 3 How many credits will I be awarded? ........................................................................................................... 3 How do I get the learning for the unit? ......................................................................................................... 3 When does the unit start and end? ............................................................................................................... 3 Curriculum information ..................................................................................................................................... 4 What are the learning outcomes for the whole unit? ................................................................................... 4 What is the curriculum content? ................................................................................................................... 4 Assessment strategies ....................................................................................................................................... 5 How will I be assessed? ................................................................................................................................. 5 When do I need to submit the written assignment ...................................................................................... 5 Essay Question............................................................................................................................................... 6 Confidentiality ............................................................................................................................................... 6 Assignment Brief and Marking Criteria ........................................................................................................ 7 Level 5 Indicative Grading Descriptors .......................................................................................................... 8 Student support................................................................................................................................................. 9 What if I can’t complete the assignment on time? ....................................................................................... 9 What if I have a personal learning plan (PLP) through the MMU learning support department? ............... 9 Is help available for students who don’t have a PLP? ................................................................................... 9 Indicative student learning resources ............................................................................................................. 10 These resources are all available from the MMU library, the expectation is that some of these will be used for your assignment......................................................................................................................................... 10
© MMU Sarah Rutherford. Updated August 2014
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Introduction to the unit
What is the unit called? The unit is named “Knowledge and Skills for Health and Social Care Practice 1”
How many credits will I be awarded? On successful completion students will achieve 30 credits at level 5
How do I get the learning for the unit? You will have 15 x 2 hour lectures on a range of health and social care topics delivered by a team of academics: Sarah Rutherford (unit co-ordinator) Hetal Patel Faye Bruce Clair Tourish Guest lecturers from MMU and practice You will also have 14 x 1½ hour workshops to explore topics further. There will also be online and pre-workshop activities, so check Moodle for guidance on these. Self-directed study: You are expected to undertake about 200 hours of self-directed study in addition to the above university sessions and activities. Please check reading lists and Moodle for reading and other activities.
When does the unit start and end? Knowledge and Skills 1 runs from 29th September 2014 to 25th January 2015
© MMU Sarah Rutherford. Updated August 2014
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Curriculum information
What are the learning outcomes for the whole unit? 1. Critically appraise relevant specialist knowledge in relation to the student's health and social care practice 2. Effectively apply appropriate legislation and policies to practice 3. Critically evaluate the acquisition of knowledge and skills
What is the curriculum content? Students will have a choice of two strands of lectures and are expected to choose the strand each week which meets their learning needs. The lectures will include:
Communication Assessment Multidisciplinary team working Learning theories Using evidence-based practice Health inequalities Mental Health Service User Involvement Diabetes Neurological conditions
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Assessment strategies
How will I be assessed?
Summative Assessment: There is one summative assessment for this unit. This unit will be assessed by: 3000 word assignment to meet all three learning outcomes Min. Pass Mark 40% This will be submitted electronically via Moodle
When do I need to submit the written assignment
26th January 2015
How do I submit the 3,000 word summative essay? You must submit your written assignments electronically via Turnitin. You will be required to upload your final essay whihcs will provide the essay for marking and a Turnitin originality report.
N.B. As with all previous submissions, you must upload you essay to Turnitin in order to generate a similarity report. In the absence of a report your assignment will not be marked and you will fail.
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Essay Question: Critically evaluate the evidence that supports the delivery of health and social care in your own practice area.
Essay briefing:
The purpose of this assessment is to enable students to demonstrate a critical understanding of the evidence base that informs their practice and to be able to analyse how this learning is acquired. The expectation is that students provide an account of the knowledge and skills that are required to be an effective practitioner. Students will demonstrate which learning theories have been effective in their learning of knowledge and skills. Work should include reference to research which has informed and changed practice.
Confidentiality
In all of your work for this unit you are encouraged to make links between theory and practice. This means that your discussion might include reference to your work with service users or patients, their families. You must maintain the confidentiality of information about service users and patients, their families, your colleagues and, in some instances, agencies.
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Assignment Brief and Marking Criteria
1. Identify key areas of knowledge essential to the delivery of safe and effective care in your practice area. 25% a. Give an overview of knowledge relevant to your practice environment. Examples of key knowledge could be: communication theories and skills, assessment theories and skills, health literacy, the needs of older people, attachment theories, self-care. The type of literature you have drawn upon should be explicit in your work and should include research evidence.
2. Provide a critical discussion of evidence that informs care delivery in your practice area. 40% a. Critically discuss research and other forms of evidence which underpin care delivery in your workplace or placement and demonstrate the relevance of this evidence to your client group. b. Discuss how research findings and other forms of knowledge have been embedded in your practice area.
3.
Demonstrate how you have used one learning theory to develop yourself as a practitioner. 25% a. Identify and discuss the key characteristics one of the following learning theories: experiential, social or reflective learning, b. Demonstrate the ability to examine relevant examples from your own learning experiences to support your academic argument.
4. Academic and presentation skills -
10%
a. The assignment identifies clear aims and objectives within its introductory section b. The discussion is coherent and structured and based on appropriate literary evidence c. The content demonstrates a fluent use of written English and is free from spelling, grammatical and typographical errors d. Confidentiality in respect of both service users and practice environments is maintained throughout the paper e. The assignment is fully and accurately referenced according to the Harvard system
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Level 5 Indicative Grading Descriptors
%
90-100
80-89
70-79
60-69
50-59
All work submitted to the university will be awarded an indicative grade. This grade is not formally awarded but will provide students with an indication as to how they are achieving academically, and in which areas there is room to strengthen written work. A piece of work that is of the highest standard that could be achieved at this level (or above). The work shows a critical understanding of relevant concepts and principles. Arguments presented are balanced and the flow of the work is rational and developmental. The work demonstrates an understanding of the limitations of the student’s knowledge in relation to the subject. Literature and research from an appropriate range of sources is incorporated and evaluated critically. Referencing is accurate. A piece of work that is of a consistently high standard for this level. The work shows a critical understanding of relevant concepts and principles. Arguments presented are balanced and the flow of the work is rational and developmental. The work is likely to demonstrate an understanding of the limitations of the student’s knowledge in relation to the subject. Literature and research from an appropriate range of sources is evaluated critically. Referencing is invariably accurate. A piece of work that is of a high standard for this level. The work shows a critical understanding of the main concepts and principles. Arguments presented are balanced and the flow of the work is rational. The work may consider the limitations of the student’s knowledge in relation to the subject. Literature and research from an appropriate range of sources is evaluated critically. Referencing is invariably accurate. A piece of work that addresses the assessment guidelines in full. The work shows a critical understanding of the main concepts and principles though there may be some small conceptual misinterpretation. Arguments presented are generally balanced and the flow of the work is usually rational. There is evidence of analysis of reading from an appropriate range of sources. Well referenced. A piece of work that generally addresses the assessment guidelines though there may be some gaps. The work shows an understanding of the main concepts and principles though there may be some misinterpretation. Arguments presented are generally balanced and the flow of the work is usually rational. There is utilisation of reading from a reasonably appropriate range of sources. Referencing is satisfactory.
40-49
A piece of work that addresses the main parts of the assessment guidelines though there are likely to be knowledge gaps. A mainly descriptive understanding of the issues may be provided. The use of the literature is reasonable though may benefit from additional / wider reading. Referencing may need review. Academic writing may be a problem.
35 – 39
A piece of work that achieves most, but not all, learning outcomes at threshold level and therefore does not meet the assessment guidelines. It may be disorganised to the extent that interpretation is difficult. The supporting literature is likely to be limited and further/wider reading is required. Referencing may require further work. Academic writing may be a problem.
MARGINAL FAIL
30 – 34 FAIL 20-29%
A piece of work that does not meet the learning outcomes or assessment guidelines and/or is disorganised to the extent that interpretation is difficult. The supporting literature is likely to be limited and further/wider reading is required. Referencing may require further work. Academic writing may be a problem. As per 30-39% though there are likely to be major misconceptions / errors.
FAIL 0-19% FAIL
As per 20-29% with the likelihood that this work is incomplete or the student has misread the assessment guidelines.
© MMU Sarah Rutherford. Updated August 2014
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Student support
What if I can’t complete the assignment on time? Normal MMU regulations apply for late or non-submissions. Please refer to your ‘assessment guidelines’ handbook for details regarding the MMU Exceptional Factors procedure
What if I have a personal learning plan (PLP) through the MMU learning support department? Please see Hetal Patel ASAP as you may be entitled to an extended, revised submission date
Is help available for students who don’t have a PLP? YES – Kate Haley has been appointed as the Student Support Office (SSO) for the Birley Campus. Please contact her for additional academic support if required. One to one appointments are available by contacting Kate directly on……
k.haley@mmu.ac.uk
0161 247 2535
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Indicative student learning resources These resources are all available from the MMU library, the expectation is that some of these will be used for your assignment. 1. Burrows, A., Parsons, A., Price, G. and Pilling G. (2009) ChemistryÂł: Introducing inorganic, organic and physical chemistry. Oxford: Oxford University Press. 2. Barnard, A. (2010) Key themes in health and social care: a companion to learning. Abingdon: Routledge. 3. Craig, C. (2009) Study Skills for Health and Social Care Students. London: Sage 4. Clouston, T. and Westcott, L. (2005) Working in health and social care: an introduction for allied health professionals. New York: Elsevier/Churchill Livingstone. 5. Hargie, O. (2006) The handbook of communication skills. London: Routledge. 6. Heath, H. and Watson, R. (2005) Older people: assessment for health & social care. London: Age Concern. 7. Johns, C. (2004) Becoming a reflective practitioner. Oxford: Blackwell. 8. Lloyd, M. (2010) A practical guide to care planning in health and social care. Maidenhead: Open University Press. 9. Kemshall, H. and Wilkinson, B. (2011) Good practice in assessing risk: current knowledge, issues and approaches. Philadelphia: Jessica Kingsley Publishers. 10. Mason-Whitehead A. and Mason, T. Study Skills for Nurses. 2nd Ed., London: Sage 11. Melnyk, B. M. and E. Fineout-Overholt (2005) Evidence-based practice in nursing & healthcare: a guide to best practice. Philadelphia: Lippincott Williams & Wilkin 12. Moss, B. (2008). Communication skills for health and social care. London: Sage 13. Naidoo, J. and J. Wills (2008) Health studies: an introduction. Basingstoke: Palgrave Macmillan. 14. Payne, M. (2008) Social care practice in context. Basingstoke: Palgrave Macmillan. 15. Taylor, J. (2003) Study skills in health care. Cheltenham: Nelson Thornes. 16. Wallace, C. and Davies, M. (2009) Sharing assessment in health and social care: a practical handbook for interprofessional working. London: Sage. .
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