LEADING AND MANAGING LONG TERM CONDITIONS - 2022/3
Module code: NURM125
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 supports students to enhance their knowledge, skills and understanding of long term conditions within their own professional context. The module will be facilitated using an enquiry based learning approach with key note lectures from relevant health and social care professionals.
School of Health Sciences
OOZAGEER GUNOWA Neesha (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
JACs code: B700
Module cap (Maximum number of students): N/A
Overall student workload
Clinical Placement Hours: 48
Independent Learning Hours: 60
Prerequisites / Co-requisites
Ability to study at level 7
Models and frameworks for managing long term conditions
Public health and epidemiology
Policy and organisational analysis
Pre screening to end of life
Decision making in the context case management, risk analysis and risk assessment
Legal and ethical issues
Psychological impact of LTCs including depression, loss & grief
Models of empowerment and patient education
Working in partnership, shared pathways in care, transition in care
Working with and supporting patients/clients, families and carers
- E-health including telemedicine, telehealth & telecare
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate the student's in-depth knowledge and awareness in relation to the modules learning outcomes.
Thus, the summative assessment for this module consists of a 3000 word essay
Students will present a study of a patient / patient client group and critically analyse and evaluate the way in which services to support their health and social care needs are organised, delivered and managed. The focus of the essay should be on your professional field and will conclude with recommendations for practice.
Students will be expected to critically evaluate the key issues in the management of long term conditions.
Students will have the opportunity during the module to address the requirements for the summative assessment through an assignment guideline session with Q & As. Students will also be given the opportunity to present an essay plan either in a tutorial or by email.
Through group discussion and on essay plans
Please note that any evidence of unsafe practice or breach of confidentiality will result in an automatic refer for the module.
- This module invites students to critically review their knowledge, skills and understanding of the management of long term conditions and reflect on how care is provided for these clients. This will be achieved through analysing key concepts and models of care and by challenging existing practices. Students will explore and debate new and contemporary ways of managing long term conditions which could deliver improvements in the care of this client group.
|001||Critique existing frameworks for managing long term conditions at global, national, organisational and individual levels and evaluate the effectiveness of existing service delivery models||KC|
|002||Demonstrate a critical understanding of the roles and responsibilities and complexities of a whole systems approach to the management of long term conditions to include advanced communication and leadership skills and models of care||CPT|
|003||Demonstrate a deep understanding of the impact of cognitive and behavioural factors on people with long term conditions and develops critical responses to existing approaches to self management and models of empowerment and advocacy||KCT|
|004||Critically evaluates the legal and ethical dimensions of managing long term conditions reflecting on the lived experience of the person with a long term condition and their journey||KCP|
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: explore their knowledge and understanding of long term conditions and contextualise knowledge and understanding to a specific area of practice.
The learning from lectures and seminars will be explored and developed through the use of scenario based workshops and group work. This will enable the student to develop relevant skills and knowledge that is supported with structured feedback.
The learning and teaching methods include:
- self-directed study
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: NURM125
Programmes this module appears in
|Primary and Community Care (District Nursing) (SPQ) MSc||1||Core||Each unit of assessment must be passed at 50% 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 2022/3 academic year.