Run by School of Health Sciences
40 Credits or 20 ECTS Credits
Semester 1 & 2
Organiser: Mrs Dianne Rimmer
Overall aims and purpose
This purpose of this bilingual module is to introduce the common elements of knowledge and skills required for all healthcare practitioners including the principles of Transforming Care. The module commences preparation for practice with the intention of providing the foundations of knowledge and skills which will equip students to meet the expectations of the public, clients and the relevant professional bodies with regards to professional relationships, recognition of rights and obligations and the delivery of evidence based care.
Learning outcomes mapped to assessment criteria
• Select one of the critical incidents you have included within the reflective portfolio and use this to complete a reflective narrative. The critical incident should involve the issues of communication, consent, dignity and respect. The narrative should demonstrate the rationale for the use of reflection to support learning and use a model to construct the reflective account. The reflective account should demonstrate that you are able to integrate evidence into practice. Learning outcomes 1,2,3,4,5,6,7,8,9.
• The narrative must refer to a critical incident you have experienced during your clinical placement/s. 3000 words (100%)
Submission date: Week commencing the 15th November with the Turnitin site closing at 5pm Friday 20th November 2015
Excellent understanding of the facts and principles specific to the topics covered in this module, ,with an ability to apply what is learnt in healthcare practice. 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, with an ability to apply what is learnt in healthcare practice. This equates to a minimum mark of Grade C- in the Grading Criteria.
||2. Demonstrate and utilise language and cultural sensitivity and skills in the healthcare and learning environment||4. Describe the theories and models of reflection and the value of reflection to learning and service improvement.||3. Develop and utilise appropriate modes of behaviour that demonstrate an understanding of the requirement to respect and maintain the dignity of individuals at all times.|
|LOGBOOK OR PORTFOLIO||Portfolio R o A||0|
Teaching and Learning Strategy
Teaching and learning are considered to be a facilitated interactive process in which students and teachers are seen as collaborators in the learning process. The facilitation of learning will involve an appropriate use of a variety of teaching methods with an emphasis on student participation and an acceptance of individual student needs. Learning methods will be live and recorded lectures, , and e-learning.
Discussion boards facilitated by lecturers,to include reflective exercises, discussions, problem based learning activities, debates
Experiential/skills practice learning activities to include all mandatory e learning; Basic Life Support, Manual handling, violence and aggression, core skills framework
Directed study for pre reading of lecture content and reviewing pre recorded sessions and set reading 50 hours. Self directed study 50 hours
- 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.
- 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
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/nac-1201.html