Interpreting Health Social Car
Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Organiser: Mrs Kay Plumpton
Overall aims and purpose
The module is designed to provide students with a broad foundation of essential knowledge of social care. It develops an overview of key sociological ideas and perspectives that address the social context of health and social care within Wales, and the UK more widely, and provides the opportunity to critically explore the role of society and the policy environment on the social care of individuals, groups and populations.
Social factors in health will be addressed through an evaluation of social theories and structures, including gender, ethnicity and social class, and applied to a range of health and social care topics. These will include the social causes and consequences of health and illness will be addressed with particular reference to the role that social factors play in determining the health of individuals and the social effects of health policies as they affect larger population groups. This module will also address the relationship between health care delivery and the social behaviour and functions of various healthcare providers and those who use their services. All of this will be contextualised within the policy structure of health and social care provision both in Wales and across the UK
B- to B+ Grade: Very good understanding of the facts and principles specific to the topics covered in this module. A very good understanding of issues relating to interpreting health. This equates to a minimum mark of Grade B-in the Grading Criteria.
D- to D+ Grade: Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of issues relating to interpreting health. Students will be required to achieve a minimum of D- grade in the assignment to in order to pass the theory component of the module.
A- to A+ Grade: 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. Very good understanding of issues relating to interpreting health. This equates to a minimum mark of Grade A- in the Grading Criteria
C- to C+
C- to C+ Grade: Good understanding of the facts and principles specific to the topics covered in this module. Good understanding of issues relating to interpreting health. This equates to a minimum mark of Grade C- in the Grading Criteria.
Explore the relationship between health care delivery and the social behaviour and functions of healthcare providers and service users.
Critically analyse the current policy drivers in relation to health and social care provisions for those with chronic conditions from a local or global perspective.
Demonstrate knowledge and understanding of key social theories, including the impact of social inequalities on health, and how identified economic and social factors can influence the outcome of interventions deliver
Teaching and Learning Strategy
Assignment workshop and tutorials - 2 hours (1 x 1 hour tutorials with supervising tutor and 1 hour assignment workshop)
Lecture - 24 hours (3 hours per week over 8 wee
Private study - reading time and assessment preparation completion.
E-learning activity - 44 hours to complete online e-learning support materials
- 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.
- Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
- 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
1. Purchase of textbooks, pens and paper. 2. Photocopying and printing 3. Subscription to internet provider to access BU online catalogues and Blackboard from home residence
Berger, K. S. (2016). Invitation to the lifespan (3rd ed.). New York, NY: Worth.
Berk, L. (2013). Development Through the Lifespan. 6th Ed.Boston, MA: Pearson
Green L (2010) Understanding the Life Course. Bristol: Policy Press
Havelka M1, Lucanin JD, Lucanin D.(2009) Biopsychosocial model--the integrated approach to health and disease. Coll Antropol.Mar;33(1):303-10
Rollnick, S., Miller, W.R., & Butler, C.C. (2008) Motivational Interviewing in Health Care: Helping Patients Change Behavior. NewYork: The Guilford Press.
Sudbery J (2010) Human Growth and Development. London: Routledge
Stuart-Hamilton, I. (2006) The Psychology of ageing: An introduction: London: Jessica Kingsley Publishers., 4th ed.