ADVANCING PRACTICE IN LONG TERM CONDITIONS - 2025/6
Module code: HCRM044
Module Overview
This module supports students in critically enhancing their knowledge, skills and understanding to support person-centred service development for babies, children, young people and adults with long-term conditions and their families/carers living with long-term condition(s). It will enable students to understand the challenges and complexities of living with a long-term condition and maximise routine practices, strategies and interventions used to support people to self-manage their illness. Central to this module is the significance of using evidence-based approaches to manage long-term conditions and to understand this in the context of contemporary health and social care practice. The module will be facilitated using an enquiry-based learning approach with keynote lectures from relevant health and social care professionals.
Module provider
School of Health Sciences
Module Leader
OOZAGEER GUNOWA Neesha (Health Sci.)
Number of Credits: 15
ECTS Credits: 7.5
Framework: FHEQ Level 7
Module cap (Maximum number of students): N/A
Overall student workload
Independent Learning Hours: 105
Lecture Hours: 24
Seminar Hours: 3
Tutorial Hours: 3
Guided Learning: 3
Captured Content: 12
Module Availability
Semester 1
Prerequisites / Co-requisites
This course is available to UK or visa-approved applicants only. This module can be accessed as a standalone module. It is recommended that applicants have carried out recent academic study that supports learning at the level they are applying for. This also acts as a core module for the Specialist Practice Qualification Programmes (Level 7). Applicants will need to meet the entry requirements for those specific programmes.
Module content
In this module, students will engage in active debate, it will focus on critically applying knowledge and understanding to support person-centred service development for babies, children, young people and adults with long-term conditions. Students will explore in depth the impact of long-term conditions on the individual, their family and carers based on best practice discussed within current national and international policy and guidelines. This approach encourages new practice initiatives using knowledge and understanding to support service development for people with long term conditions that is person centred; promoting self-management and collaborative working.
The module covers:
Effective communication strategies and relationship management skills.
Decision making in the context case management, risk analysis and risk assessment.
Psychological impact of LTCs including depression, loss & grief
Models of empowerment, patient education and therapeutic interventions
Working in partnership, shared pathways in care and transition in care
New and emerging science and technology, including genomics, E-health including digital technologies, informatics, telemedicine, telehealth & telecare
Safeguarding
Agreeing opportunities for supported self-care and treatment interventions
Leading and promoting care provision that is person-centred, anti discriminatory, culturally competent and inclusive
Social prescribing
Assessment pattern
| Assessment type | Unit of assessment | Weighting |
|---|---|---|
| Oral exam or presentation | 10 minute audio/ visual digital recording | 60 |
| Coursework | 1000 word analysis | 40 |
Alternative Assessment
N/A
Assessment Strategy
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 module's learning outcomes.
Thus, the summative assessment for this module consists of:
Submission of a 10 minute audio/visual digital recording made by the student. Within the recording, the student will reflect upon a scenario from their practice area. This could include an overview of a condition and the challenges it presents to individuals, their families, health and social care and society; an evaluation of relevant policies, theories and evidence related to different management approaches; a critical reflection on practice; and reasoned justification for how they might change a practice or service. Students will be able to apply this to their area of practice, giving flexibility to all types of learners.
The recording will be supported by a 1000 word critical analysis commentary of practice in relation to the management of long-term condition(s) that has been discussed in the audio/visual digital recording.
In line with Professional and Regulatory body, Codes of Practice/Standards of Proficiency, if there is evidence of unsafe practice or any breach of confidentiality, the assessment will not meet the criteria to achieve a pass.
Formative assessment: Scenario based profession specific workshops will be used during the module to enable students to reflect on the evidence based knowledge they have gained and assist them in developing a clear rationale on how this may be applied in practice. This enables the student to prepare for the summative assessment.
Feedback: Continuous feedback from lecturers within module to support learning
Peer feedback within module and group work to support interprofessional learning and development
Online feedback to support learning throughout the module
Tutorials to support development of academic writing
Module aims
- 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 people and their families/carers. 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.
Learning outcomes
| Attributes Developed | ||
| 001 | Critically analyse and evaluate key national and international policies and priorities, current research and evidence in relation to patients with long-term conditions and apply to practice | KCP |
| 002 | Critically evaluate the effects of life transitions and illness/disability on the patient, their families/ carer on the practitioner-patient relationship | KCT |
| 003 | Lead, promote and influence comprehensive knowledge of the contribution of other professionals and agencies to the care of people of all ages, families, communities and populations | KPT |
| 004 | Demonstrate critical appreciation of a range of models of working with people of all ages, families, communities and populations | KPT |
| 005 | Critically appraise relevant models of care and service delivery. | KCP |
Attributes Developed
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 student knowledge and understanding of long term conditions and contextualise knowledge and understanding to a specific area of practice.
The learning and teaching methods include:
lectures
seminars
e-learning: synchronous/asynchronous
discussion
case studies/scenarios
group work
simulation
independent 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.
Reading list
https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: HCRM044
Other information
The school of Health Sciences is committed to developing graduates with strengths in Employability, Digital Capabilities, Global and Cultural Capabilities, Sustainability, and Resourcefulness and Resilience. This module is designed to allow students to develop knowledge, skills, and capabilities in the following areas: Digital capabilities: Students will develop their digital capabilities through the production of an audio/visual digital recording which will develop a good understanding of key technologies and digital tools which can be used in the context of their professional role. Employability: Students are registered healthcare professionals and will be developing skills and knowledge that can be applied to their role and will enhance their future employability. Students will develop a critically inquiring attitude and professional curiosity regarding leading and managing long term conditions and network with other professionals. Global and cultural capabilities: Module content incorporates perspectives and practices from a range of cultures; through conversations around culture, faith and religion, students are encouraged to diversify their knowledge and reflect on different experiences. This will support the development of cultural competence to support the diverse range of communities engaging with services. Students will reflect on cultural practices and the impact of judgments in relation to advancing practice in long term conditions. Sustainability: Students are guided to collaborate with external organisations, experts, and the broader community to provide students with opportunities to work on sustainability-related projects, gain practical experience, and build connections in the sustainability field.
Programmes this module appears in
| Programme | Semester | Classification | Qualifying conditions |
|---|---|---|---|
| Primary and Community Care SPQ District Nursing PGDip | 1 | Core | A weighted aggregate mark of 50% is required to pass the module |
| Primary and Community Care SPQ Community Children's Nursing PGDip | 1 | Core | A weighted aggregate mark of 50% is required to pass the module |
| Primary and Community Care SPQ District Nursing with integrated prescribing (V300) PGDip | 1 | Core | Each unit of assessment must be passed at 50% to pass the module |
| Primary and Community Care SPQ Community Children's Nursing with integrated prescribing (V300) PGDip | 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 2025/6 academic year.