Managing Complex Transitions
Run by School of Health Sciences
20 Credits or 10 ECTS Credits
Semester 1 & 2
Organiser: Mr Ian Davies Abbott
Overall aims and purpose
The module is designed to equip students with the knowledge and skills to work effectively with people with dementia and family carers, during periods of crisis or when faced with complexity, upheaval, change or transition. The module provides a theoretical underpinning to the deployment of appropriate approaches and strategies. The detailed aims are as follows:
• The module aims to address knowledge and skills around both behaviours that challenge and skilled working with carers or broader support networks.
• The module aims to develop and enhance students’ ability to intervene at times of crisis and improve the quality of life of those who have complex needs as a consequence of living with dementia
Due to the dynamic situation due to COVID-19, teaching strategies may be subject to revision in line with public health guidance during the module’s delivery.
• Definitions and aetiology of crisis and complexity in the context of dementia care • Revisiting concept of quality of life and notions of wellbeing in the context of living with dementia • Theoretical and ethical models as applied by staff • Critical analysis of person centred care notions in the context of crisis and complexity in living with dementia • Consideration of the impact of issues such as training, standards etc. • Responses to crisis and their relative promotion or hindrance of wellbeing • Triadic constructions of complexity • Relationship centred care and its underpinning ‘senses framework’ • Risk assessment and risk avoidance is a necessary consideration in relation to assessment at times of crisis • Functional analysis skills for behaviours that challenge
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 professional accountability issues. 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. Good understanding of professional accountability issues. 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. Basic understanding of professional accountability issues. 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.
Critically analyse context appropriate intervention strategies to promote quality of life for people affected by dementia.
Synthesise theories relating to crisis, complexity and transition in the experience of dementia; developing conceptual understanding and critical capacities that will allow independent evaluation of research.
Critically evaluate and analyse therapeutic interventions at times of perceived crisis.
Evaluate the extent to which systems and organisations may contribute to crisis and the steps towards resolution.
|INDIVIDUAL PRESENTATION||INDIVIDUAL PRESENTATION Case study||
Based on the relevant case study utilised for the summative assessment the presentation will focus on the student reflecting on how the outcome could have been enhanced by the use of a more structured approach. Discuss an anonymised case study or the video case study in a 10 minute presentation by individual students combined with a group discussionat the end of the session to reflect on the case studies and the collective themes raised in the presentation.
|ESSAY||Critical reflection on managing complex transitions||
Practice based essay focusing on how quality of life for people with dementia and/or their carer(s) may be improved in complex situations or at times of crisis The assignment will comprise of a descriptive, critical and reflective account of engagement, assessment and subsequent recommendations for intervention(s) with a person with dementia and/or their carer(s). For the purposes of the module the assignment will be based upon a real (anonymised) clinical situation in which the student have been involved or the case study material provided as a video recording. The student will consider how the outcome could have been enhanced by the use of a more structured approach.
Teaching and Learning Strategy
The teaching strategy will utilise lectures and seminars to explore the module content, including student presentations and reflective sessions. Also use will be made of relevant electronic sites, journals and library materials and e-mail will be used to disseminate knowledge and allow electronic support and discussion groups. Pod/Vodcast Panapto presentations to support the lead lectures will be available via Blackboard.
Directed reading time focused on materials provided by module facilitator and self-directed study, assignment work and reflexive work based on clinical practice and case study work.
The project will provide a platform for exploring issues around crisis as part of the formative assessment.
- 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
Resource implications for students
Student resources: 1. Access to IT/Blackboard for discussion boards, MCQ, and module resources. 2. Access to on-line library catalogues