DEVELOPING SKILLS AND SUPPORTING QUALITY DEMENTIA CARE IN THE ACUTE ENVIRONMENT - 2022/3
Module code: NURM179
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.
The module has been designed to enable participants to enhance their understanding of dementia to support the person with dementia and their carers in order to promote their wellbeing.
School of Health Sciences
GROSVENOR Wendy (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
Prerequisites / Co-requisites
Indicative content includes:
Policy and background – drivers for change
Dementia journey – diagnosis, living with dementia to end of life
Holistic assessment (dementia, delirium, depression)
Behaviours that are a challenge - explore potential strategies
Identification of risk and risk management
Pain assessment and management
Safeguarding, Mental Capacity and Deprivation of Liberty
- Delirium assessment
|Assessment type||Unit of assessment||Weighting|
The assessment strategy is designed to provide students with the opportunity to demonstrate their understanding of dementia and service delivery and analyse practice changes to inform and improve quality of dementia care.
Thus, the summative assessment for this module consists of:
3000 word critical analysis of the care of a person with dementia and the way in which services to support their health and social care needs are organised, delivered and managed with recommendations for practice change
Students will present their case study and recommendations for change(s) in practice to the rest of the group
· Students will receive feedback through a variety of methods:
· Verbal – during seminar sessions
· Email – where requested by student
Email – where requested by student
- The aim of the module is to invite participants to critically review their own and their organisation's practices to change cultures of dementia care within acute care. The module is designed to enhance knowledge and increase understanding to enable participants to improve the delivery of person centred dementia care in an acute setting and idenitfy changes in practice
|1||Critically reflect on own area of practice and evaluate the need for service improvement||C|
|2||Critique and evaluate the effectiveness of existing service delivery models of person centred care||C|
|3||Using a holistic approach demonstrate knowledge and critical understanding of the dementia journey||K|
|4||Critically evaluate existing strategies and tools that enhance the quality of care and support provided for the person with dementia in the acute care setting||T|
|5||Demonstrate a critical understanding of behaviours that are a challenge and potential strategies||T|
|6||Demonstrate a deep critical understanding and evaluate roles to identify areas of on-going professional development in support of changes within practice||P|
|7||Critically analyse own role in relation to their area of practice and within the wider multidisciplinary team involved with caring for people with dementia||P|
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 fit within the overarching strategy for the School of Health and Social care and will support the curriculum philosophy in its delivery of quality learning that is innovative in its approach and responsive to the changing healthcare landscape. The module includes a blended approach to learning and teaching which will provide students with an opportunity to experience a range of teaching and learning methods enabling them to build new knowledge and experiences gained within the classroom and practice area linking theory to practice. The focus will be to empower students as both independent and collaborative learners by sharing experiences
The learning and teaching methods include:
Student led seminars
Problem based learning
Work based assessment and audits
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: NURM179
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.