Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Dr Sara Lisabeth Roberts
Overall aims and purpose
Health and Social Care staff are required to respond flexibly to a range of service demands and ethical issues by synthesising multiple sources of different types of information (such as legislation, policy, theory, research, organisational feedback, patient feedback, and reflection) to guide their work. This module provides students with the opportunity to critically evaluate strategies and approaches that can be used to make sense of complex and conflicting information relevant to contemporary issues within health and social care delivery on a global level. Students will apply theoretical learning to their individual workplaces.
Module learning will draw on comparative analysis of policy and organisational contexts in the UK and internationally. The module will facilitate exploration of the development of knowledge and learning that impacts of development of best practice within health and social care. Students will explore a range of relevant and contemporary concepts that surround working within health and social care organisations, such as learning, supervision, leadership, team working, legal, political and public expectations of health and social care provision.
Topics may include:
- Key national and international policy contexts e.g. clinical and cost effectiveness; quality and safety in health and social care; patient and public involvement; health and social care integration; technology integration.
- The nature of working within changing, interdisciplinary service contexts.
- Conceptualisations of knowledge and knowledge generation as applied to health and social care.
- Exploration of the credibility and impact of learning and the application of knowledge in health and social care within individual and organisational contexts..
- Reflective practice and workplace staff supervision and support.
- The impact of current and emerging ethical debates in health and social care (e.g. end of life care, mental capacity).
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 a basic understanding of the principles that underpin the development of contemporary working within health and social care organisations including the impact of legislation and policy and how organisational concepts shape the development of knowledge and learning. Be focused on the assessment brief, describing the major links between topics with some irrelevant material and/or weaknesses in structure evident. There must be an attempt to present relevant and logical arguments. The assignment should not contain a large number of factual errors and there should be an attempt to analyse and/or explain problems. Be free of major weaknesses in presentation and accuracy.
Students will be required to achieve a minimum of B- grade in the assignment in order to achieve a B grade for this module. Demonstrate a strong understanding of the facts and principles that underpin the development of contemporary working within health and social care organisations including the impact of legislation and policy and how organisational concepts shape the development of knowledge and learning. Be focused on the assessment brief, describing the major links between topics with little irrelevant material and/or weaknesses in structure evident. There must be relevant and logical arguments presented with evidence of some original interpretation. The assignment should not contain factual errors and there should be a good analysis of a range of issues evident. Be primarily free of weaknesses in presentation and accuracy.
Students will be required to achieve a minimum of A- grade in the assignment to in order to achieve an A grade for the module. Demonstrate a comprehensive understanding of the facts and principles that underpin the development of contemporary working within health and social care organisations including the impact of legislation and policy and how organisational concepts shape the development of knowledge and learning. Be focused on the assessment brief, contain logically presented and defended arguments demonstrating an ability to identify, develop and present new links between topics and be free of irrelevant material and/or weaknesses in structure. There must be a very high standard of relevant and logical arguments presented with original interpretation evident. The assignment should not contain factual errors and there should be in depth analysis of a wide range of issues. Be free of weaknesses in presentation and accuracy.
Critique the impact of knowledge generation and application of knowledge to the changing roles of the workforce and implementation of service improvements in health and/or social care
Demonstrate an in-depth critical understanding of how staff in health and social care learn new knowledge and consider their application to individual and organisational working practices
Demonstrate a critical understanding of a range of current and emerging ethical issues and the impact of these on staff who work in health and/or social care settings
Critically analyse the impact of key national and international political, policy, and organisational drivers across different service and individual organisational contexts
Critically appraise the impact of interdisciplinary learning and working practices across service and organisational contexts
|Advancing Knowledge - Reflective Essay L7||100|
Teaching and Learning Strategy
|Practical classes and workshops||
Preparation for participation in online Discussion Boards, Learning Units and assignment preparation
Participation in four separate Weekly Online Discussion Board Forums over a 10 week period
Participation with a minimum of 5 on-line Learning Units
- 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
Resource implications for students
Access to computer and internet for accessing the Online Forums and Learning Units
Talis Reading listhttp://readinglists.bangor.ac.uk/modules/nhs-4356.html
Key websites UK: Department of Health; National Institute for Health Research; Professional Regulatory Bodies; INVOLVE International: World Health Organisation; National Institute for Health; Professional Regulatory Bodies
Beddoe L. (2010) Surveillance or Reflection: Professional Supervision in ‘the Risk Society’. British Journal of Social Work 40, 1279-1296. Benner P. (1984) From Novice to Expert: excellence and Power in Clinical Nursing Practice. Addison-Wesley, CA. Carper B. (1978) Fundamental patterns of knowing in nursing. Advances in Nursing Science 1, 13-23. Davies H., Nutley S. & Smith P. (2000) Evidence Based Policy in Public Services. The Policy Press, Bristol. Eraut M. (1985) Knowledge creation and knowledge use in professional contexts. Studies in Higher Education 10, 117-133. Eraut M. (2000) Non-formal learning and tacit knowledge in professional work. British Journal of Educational Psychology 70,113-136. Ferlie E., Fitzgerald L. & Wood M. (2000) Getting evidence into clinical practice? An organisational behavioural perspective. Journal of Health Services Research and Policy 5, 96-102. Glasby J. & Dickinson H. (2009) International Perspectives on health and Social Care: partnership working in action. Blackwell, Oxford. Herxheimer A., McPherson A., Miller R. et al. (2000) Database of patients’ experiences (DIPEX): a multi-media approach to sharing experiences and information. Lancet 355, 1540-1543. Higgs J. & Jones M. (2000) Clinical Reasoning in the Health Professions. Butterworth Heinemann, Oxford. Kuhlmann E. & Saks M. (2008) Rethinking professional governance; international directions in healthcare. The Policy Press, Bristol. Lavis J.N., Ross S.E., Hurley J.E. et al. (2002) Examining the role of health services research in public policymaking. Milbank Quarterly 80, 125-54. Packwood A. (2002) Evidence-based policy: rhetoric and reality. Social Policy and Society 1, 267-72.