Module NHS-3025:
Person Centered counselling

Module Facts

Run by School of Health Sciences

20 Credits or 10 ECTS Credits

Organiser: Mrs Karen Williams

Overall aims and purpose

This module was developed in the belief that counselling skills, relationships and the therapeutic use of self, play an important and influential role in the provision of effective nursing and health care practice. Students are enabled to examine the key principles of Carl Rogers Person Centred Approach and to adapt and relate this to their own practice. A central aim is to empower students to enhance the therapeutic quality of their relationships with those requiring help or support. The most recent review (2006) led to the development of a 20 credit version of this module which requires the student, in addition to complete competencies. This module has been retained to explore theory and practice by assessment of the summative written assignment only. This 10 credit format will allow a wider range of students to access the module.

Course content

• Person centred view of human potential • Professional, ethical and legal perspectives • Developing the Person Centred approach within constraints of current practice, system values and expectations. • Analysis of physical environments and organisational culture in relation to person centred principles Person centred principles in relation to the nature and conduct of care activities and behavioural attitudes of self and others. How person centred principles contribute to the maintenance of dignity in care and care settings. The therapeutic alliance and influence on relationships in health care. The meaning of the core conditions of empathy, unconditional positive regard and congruence Theory of personality development and change in relation to the Person Centred Approach The role of core skills in communication in relation to the Person Centred Approach Self awareness. Language and cultural sensitivity. Critiques of the Person Centred Approach

Assessment Criteria

threshold

Basic understanding of the facts and principles specific to the topics covered in this module. Basic understanding of professional accountability issues. 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.

good

Good understanding of the facts and principles specific to the topics covered in this module. Good understanding of professional accountability issues. This equates to a minimum mark of Grade C- in the Grading Criteria.

excellent

Excellent 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 professional accountability issues. This equates to a minimum mark of Grade A- in the Grading Criteria.

Learning outcomes

  1. Critically discuss central themes, principles and concepts in the Person Centred Approach

  2. Evaluate ways in which the core counselling skills of attending, listening, questioning and reflecting can contribute to own practice

  3. Critically examine, with reference to the Person Centred Approach, the role and function of the therapeutic relationship in the context of nursing and/or social/health care practice

  4. Appraise the Person Centred Approach in terms of how it may enhance the student¿s own practice

Assessment Methods

Type Name Description Weight
Person Centred Counciling 100

Teaching and Learning Strategy

Hours
Lecture

 Amser cyswllt e.e. gwaith dosbarth/maes 40 hours
Contact time e.g. classroom/fieldwork I

40
Private study

ndividual tutorial sessions 4hours

 Amser darllen preifat, gwaith aseiniad, 160 hours
paratoi a chymryd asesiadau Private reading time, assignment work preparing & taking assessments

160

Transferable skills

  • Literacy - Proficiency in reading and writing through a variety of media
  • 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.
  • Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
  • 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
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • 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
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

establishing and building relationships will be seen as inherent to the module as it underpins all healthcare practice. Education on the module will address the theoretical, practical and personal dimensions of relating to healthcare needs over a range of branches and specialties.

Resources

Resource implications for students

None apart from finance for module

Talis Reading list

http://readinglists.bangor.ac.uk/modules/nhs-3025.html