CONCEPTS OF CARING - 2020/1
Module code: NUR1023
In light of the Covid-19 pandemic, and in a departure from previous academic years and previously published information, the University has had to change the delivery (and in some cases the content) of its programmes, together with certain University services and facilities for the academic year 2020/21.
These changes include the implementation of a hybrid teaching approach during 2020/21. Detailed information on all changes is available at: https://www.surrey.ac.uk/coronavirus/course-changes. This webpage sets out information relating to general University changes, and will also direct you to consider additional specific information relating to your chosen programme.
Prior to registering online, you must read this general information and all relevant additional programme specific information. By completing online registration, you acknowledge that you have read such content, and accept all such changes.
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
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
Overall student workload
Workshop Hours: 3
Independent Study Hours: 117
Lecture Hours: 8.5
Seminar Hours: 13
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.