CONCEPTS OF CARING - 2020/1
Module code: NUR1023
In light of the Covid-19 pandemic the University has revised its courses to incorporate the ‘Hybrid Learning Experience’ in a departure from previous academic years and previously published information. The University has changed the delivery (and in some cases the content) of its programmes. Further information on the general principles of hybrid learning can be found at: Hybrid learning experience | University of Surrey.
We have updated key module information regarding the pattern of assessment and overall student workload to inform student module choices. We are currently working on bringing remaining published information up to date to reflect current practice in time for the start of the academic year 2021/22.
This means that some information within the programme and module catalogue will be subject to change. Current students are invited to contact their Programme Leader or Academic Hive with any questions relating to the information available.
This module is focused on care and compassion as a basis for students’ professional development. It introduces key underpinning psychological, social and legal/ethical theories to inform holistic health care practice.
School of Health Sciences
BLAZHEVSKI Lisa (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 4
JACs code: B790
Module cap (Maximum number of students): N/A
Overall student workload
Workshop Hours: 3
Independent Learning Hours: 117
Lecture Hours: 8.5
Seminar Hours: 13
Prerequisites / Co-requisites
Indicative content includes:
- Theories and Philosophies of Caring
- Professional Codes of Conduct
- Theories of Communication
- Team Work
- Development of Assertiveness
- The Service Users’ Perspective
- Health Care Ethics
- Management of Stress
- Safeguarding Vulnerable People
- Expression of Caring in the professional context
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate achievement of module learning outcomes
Thus, the summative assessment for this module consists of:
A 2000 word essay:
Drawing on contemporary healthcare literature, discuss what is meant by good care and why it is so important. Illustrate your arguments with reference to the online scenarios.
Completion of essay plan, sample paragraph and reference list
Time will be given within each taught session to allow for feedback; there will be drop in sessions within the module timetable and in addition to the set timetable. Written feedback will be given both for the formative and summative assessment
- Students will be introduced to the philosophies and ideologies of caring. They will gain an understanding of the underpinning political, ethical, sociological and psychological concepts which relate to an individual's wellbeing, within his or her specific social context.
|001||Discuss how sociology, psychology and politics inform professional care delivery.|
|002||Demonstrate an understanding of effective communication skills including barriers and the use of models such as SBAR to support the practitioner’s approach in practice.|
|003||Develop an awareness of how an individual's health is affected by their psychological wellbeing and economic and social circumstances|
|004||Develop an awareness of moral and ethical dilemmas in healthcare|
|005||Consider practice in a holistic way which respects and promotes individuals' rights, dignity, interests, preferences, beliefs and cultures, taking account of legal and ethical frameworks and respecting the confidentiality of privileged information.|
C - Cognitive/analytical
K - Subject knowledge
T - Transferable skills
P - Professional/Practical skills
Methods of Teaching / Learning
The learning and teaching strategy is designed to:
Introduce the students to the philosophies and ideologies of caring. Gain an understanding of the underpinning political, ethical, sociological and psychological concepts which relate to an individual’s wellbeing, within his or her specific social context.
The learning and teaching methods include:
- Key note lectures
- Face to face and virtual group discussions
- Video clips/broadcasts
- On line questionnaires
- Set reading
Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.
Upon accessing the reading list, please search for the module using the module code: NUR1023
Programmes this module appears in
|Midwifery (Registered Midwife) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Paramedic Science BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Nursing Studies (Registered Nurse Adult Nursing) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Nursing Studies (Registered Nurse Children's Nursing) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
|Nursing Studies (Registered Nurse Mental Health Nursing) BSc (Hons)(NURSES PRE-REG SEPT)||1||Core||Each unit of assessment must be passed at 40% to pass the module|
Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2020/1 academic year.