Culturally Sensitive Care (e)
Run by School of Medical and Health Sciences
20.000 Credits or 10.000 ECTS Credits
Organiser: Mr Ian Davies Abbott
Overall aims and purpose
The module builds on a suite of four modules that map key components of excellence in providing care for people living with dementia and their families. This module focuses on the area of cultural sensitivity and competence in delivering effective care. The module is designed for health and social care practitioners caring for people with dementia in a wide range of settings. It is focused on an understanding the complexity of language and its cultural context within dementia care. It seeks to examine and reflect on how people ‘position’ their approach to language within clinical discourse as an ‘act’ that engages person centred approach, involving the concepts of compassion and dignity. It explores the notions of an active offer, compassion and dignity through the lens of language and cultural sensitivity and identifies how various techniques and methods may equip students with the knowledge and skills to work effectively with people with dementia and family carers in a culturally sensitive manner. Importantly the module will focus on the use of the Welsh language as a case study. Overall the module seeks to develop and enhance students’ ability to intervene at times of crisis in the lives of people with dementia and their families and deploy appropriate strategies to engage in language sensitivity as part of a relationship centred approach
Topics may include:
- Theoretical models of culture and language in the social world.
- The nature and complexity of language and discourse within the social world and the interaction of social actors, focused on identity and belonging.
- Relevance of cultural and language sensitivity within a policy context in dementia care
- Cultural and language sensitivity within person centeredness and relationship centered approaches.
- The concept of quality of life and notions of wellbeing in the context of living within a mono/bilingual context and explore issues of biography, compassion and dignity.
- Ethnography of clinical care settings and the notion of malignant psychology.
- Applying Positioning Theory to an analysis of how language and cultural awareness informs clinical and family-based interventions in dementia care.
- The issues of ‘loss’ and its relevance to language and culture as part of dementia care.
- The benefits of positive approaches towards cultural and language sensitivity.
Very good understanding of the facts and principles specific to the topics covered in this module and evidence of additional evidence gained by the student. This equates to a minimum mark of Grade A- in the Grading Criteria
Good understanding of the facts and principles specific to the topics covered in this module.
This equates to a minimum mark of Grade B- in the Grading Criteria
Basic understanding of the facts and principles specific to the topics covered in this module. Students will be required to achieve a minimum of C- grade in the assignment to in order to pass the theory component of the module.
- Demonstrate an in depth, detailed knowledge and contemporary comprehension of theoretical models/ approaches to the role of cultural and language meaning as part of a lived experience, focusing on current evidence on developing an ethnographic understanding between individual and collective experiences of biography, language and culture.
- Identify and critically analyse the structural and policy context for supporting language sensitivity and the development of the concept of an ‘Active offer’ in different contexts, exploring mechanisms of conflicts, constraints and facilitators.
- Demonstrate and articulate a comprehensive understanding of the theoretical models and knowledgebase regarding language and culture as part of person centeredness and relationship centred approaches in dementia care, with attention to compassion and dignity.
- Critically appraise the current clinical and family caregiving models that account for cultural competency and its role in managing behavioural crisis and complexity in a number of settings, including family, community and acute areas.
|INDIVIDUAL BLOG||A reflection on the theory and practice of the Active Offer in providing Culturally sensitive care in Wales.||
Students will write weekly (formative) blogs (weeks 1-8) discussing themes supporting discussion within the group. One assessed blog (<1,500 words, 30% of final grade) will be submitted via Turnitin on the ‘Active Offer’. This will involve a reflection on the theory and practice of the Active Offer in providing Culturally sensitive care (LO 2).
|ESSAY||An essay focusing on how language and cultural sensitivity may be improved||
Present an essay focusing on how language and cultural sensitivity may be improved in complex situations or at times of crisis for people with dementia and/or their carer(s). You may approach this assignment from the perspective of the person with dementia, the carer or consider the impact upon both (LO 1, 3 & 4).
Teaching and Learning Strategy
Tutorials- These will facilitate learning of concepts and methods using online platforms.
Directed and Self-directed study and guidance provided on how to access e-resources linked to module content. Signposting towards extended reading and searching for supplementary material. The module will provide a structured approach to guiding students to read up on cultural context and the complexity of evaluating its articulation within policy and practice contexts. Particular analytical methods (Positioning analysis) will be used to critical appraise further reading.
Online Discussion Board Seminars - Students will be required to engage in weekly Discussion Boards. These will involve a reflection on the theory and practice to discuss the range of themes raised. This will facilitate a learning Community as part of an e-learning environment and provide a catalyst for the assessed module Blog.
Online Lecture Units - These will explain the theories centred on culture and language sensitivity across a range of contexts, with Welsh as a case exemplar. The material will be presented using Panopto across multimedia formats, including audio and visual centred on powerpoint presentations and exercises. Due to the dynamic situation due to COVID-19, these hours may be subject to revision in line with public health guidance during the module’s delivery.
- Literacy - Proficiency in reading and writing through a variety of media
- Numeracy - Proficiency in using numbers at appropriate levels of accuracy
- Computer Literacy - Proficiency in using a varied range of computer software
- Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
- Exploring - Able to investigate, research and consider alternatives
- Information retrieval - Able to access different and multiple sources of information
- Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
- Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
- Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
- Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
- Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
Resource implications for students
Student resources: 1. Access to IT/Blackboard for discussion boards and module resources. 2. Access to on-line library catalogues