Module NAC-1203:
Human Sciences I

Module Facts

Run by School of Health Sciences

40 Credits or 20 ECTS Credits

Semester 1 & 2

Organiser: Mr Ben Pepler

Overall aims and purpose

The purpose of the module is to equip students with knowledge and understanding of the body’s systems along with factors that influence and impact on health, disease and illness in society. Students will be able to develop knowledge anatomy and physiology, psychology and sociology and their application within healthcare practice.

Course content

• Caring for individual needs - individual and group differences - vulnerability and abuse - models of health and disease • Psychology of Health and psychological theory • Social influences of Health and sociological theory • Health promotion and health inequalities • Terminology and abbreviations related to practice • Anatomy & Physiology across the lifespan: o to include • Gross anatomy and function of the gastro intestinal tract • Gross anatomy and function of respiratory tract • Gross anatomy and function of genito urinary tract • Gross anatomy and function of cardiovascular system • Gross anatomy and function of neuro endocrine system • Related patho-physiology

Assessment Criteria

excellent

Demonstrates comprehensive knowledge and detailed understanding of the human individual in the context of health and disease. Comprehensively discusses the principles of psycho-social patient care.

Demonstrates extensive background study in relation to the module learning outcomes being assessed.

Contains very logically presented and defended arguments with significant elements of original interpretation. Discussion, arguments, analysis and critical evaluation are presented at the required academic level.

Demonstrates an ability to identify, develop and present new links between topics. Identification, development and presentation of links between topics are presented with discussion at the required academic level.

Comprehensively analysis patients’ biopsychosocial needs within the context of healthcare or diagnostic imaging department. Includes new approaches to analysing and/or explaining a problem.

Very well structured, highly focused and free from factual/computational errors. Structure, focus and factual/computational errors as required by the module assessment guidelines – structure and planning of the assessment.

Presented to a very high standard with very accurate communication.

Has effective and accurate referencing both in and end text. Referencing both in and end text using APA referencing guidelines.

good

Demonstrates strong knowledge and understanding of the human individual in the context of health and disease. Discusses the principles of psycho-social patient care.

Demonstrates evidence of background study in relation to the module learning outcomes being assessed.

Contains logically presented and defended arguments with some elements of original interpretation. Discussion, arguments, analysis and critical evaluation are presented at the required academic level.

Describes well known links between topics.

Analyses patients’ biopsychosocial needs within the context of healthcare or diagnostic imaging department. Analyses and/or explains problems using existing methods/approaches..

Well structured, highly focused and mostly free from factual/computational errors. Structure, focus and factual/computational errors as required by the module assessment guidelines – structure and planning of the assessment.

Presented to a high standard with accurate communication.

Has effective and mostly accurate referencing both in and end text. Referencing both in and end text using APA referencing guidelines.

C- to C+

Demonstrates knowledge and understanding of the human individual in the context of health and disease. Discusses the principles of psycho-social patient care.

Has some evidence of background study in relation to the module learning outcomes being assessed.

Attempts to present relevant and logical arguments. Discussion, arguments, analysis and critical evaluation are presented at the required academic level.

Describes some links between topics.

Demonstrates an understanding of patients’ biopsychosocial needs within the context of healthcare or diagnostic imaging department. Analyses and/or explains problems using existing methods/approaches..

Focused on the assignment brief with only some irrelevant material and weaknesses in structure and does not contain a large number of factual/computational errors Structure, focus and factual/computational errors as required by the module assessment guidelines – structure and planning of the assessment.

Free of major weaknesses in presentation and accuracy.

Has fairly effective referencing but errors in both in and end text. Referencing both in and end text using APA referencing guidelines.

threshold

Demonstrates some knowledge and understanding of the human individual in the context of health and disease. Describes the principles of psycho-social patient care.

Has some limited evidence of background study in relation to the module learning outcomes being assessed.

Attempts to present relevant and coherent arguments. Discussion, arguments, analysis and critical evaluation are presented at the required academic level.

Makes some attempt to make links between topics.

Demonstrates some understanding of patients’ biopsychosocial needs within the context of healthcare or diagnostic imaging department. Provides some analysis and/or explanation of problems.

Attempts to focus on the assignment brief with some irrelevant material and weaknesses in structure and with a large number of factual/computational errors. Structure, focus and factual/computational errors as required by the module assessment guidelines – structure and planning of the assessment.

Demonstrates an attempt to avoid major weaknesses in presentation and accuracy.

Has some deficiencies in referencing with referencing errors both in and end text.

Learning outcomes

  1. 1.Demonstrate knowledge and understanding of the human individual in the context of health and disease

    1. Dangos gwybodaeth a dealltwriaeth o'r unigolyn dynol yng nghyd-destun iechyd a chlefydau.
  2. 2.Identify and reflect on the physical, psychological and social factors that contribute towards a patients’ or groups vulnerabilities

    1. Nodi a myfyrio ar y ffactorau corfforol, seicolegol a chymdeithasol sy'n cyfrannu tuag at natur fregus cleifion neu grwpiau bregus.
  3. 3.Discuss how effective interactions with patients’ and colleagues can be used to support individuals or groups who are vulnerable.

    3.Trafod sut y gellir defnyddio rhyngweithiadau effeithiol gyda chleifion a chydweithwyr i gefnogi unigolion neu grwpiau sy'n agored i niwed.

Assessment Methods

Type Name Description Weight
ESSAY HS1 Essay 50
EXAM MCQ Exam 50
LOGBOOK OR PORTFOLIO Portfolio R o A 0

Teaching and Learning Strategy

Hours
Private study

guided study Bydd amrywiaeth o ddulliau dysgu yn cael eu cyflogi yn ystod y modiwl hwn sy'n cynnwys; Darlithoedd, seminarau, tiwtorialau, e-ddysgu, adnoddau bwrdd du, marcio cwisiau ffurfiannon, llyfrau gwaith a gwaith grŵp. A variety of teaching methods will be employed during this module which includes; Lectures, seminars, tutorials, e learning, blackboard resources, marked formative quizzes, workbooks and group work.

100
Lecture

Bydd amrywiaeth o ddulliau dysgu yn cael eu cyflogi yn ystod y modiwl hwn sy'n cynnwys; Darlithoedd, seminarau, tiwtorialau, e-ddysgu, adnoddau bwrdd du, marcio cwisiau ffurfiannon, llyfrau gwaith a gwaith grŵp. A variety of teaching methods will be employed during this module which includes; Lectures, seminars, tutorials, e learning, blackboard resources, marked formative quizzes, workbooks and group work.

100
Private study

clinical

200

Transferable skills

  • 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

Resources

Resource implications for students

Copies are available in the library. Mastering A & P which accompanies the core physiology text provides extra study support for the students but the students would have to buy this if they wished to get this extra online support.

Reading list

Rhestr Ddarllen Reading List Testunau craidd: biowyddorau Core Texts:biosciences;

Marieb, E.N. (2014). Essentials of Human Anatomy and Physiology with Essentials of Interactive Physiology CD-ROM. (10th ed.) Upper Saddle River: Pearson.

Martini, F.H., Nath, J.L. & Bartholemew, E.F. (2014). Fundamentals of anatomy and physiology with mastering A&P. (9th ed.) San Francisco: Pearson.

Vipond, K. (2013) Genetics: A Guide for Students and Practitioners of Nursing and Health Care. Banbury: Lantern Press.

Testunau craidd: gwyddorau ymddygiad Core texts: behavioural sciences;

Barry, A. & Yuill, C. (2014). Understanding the sociology of health. (3rd ed.) London: Sage.

Denny, E. & Earl, S. (2009). Sociology for nurses. (2nd ed.) Cambridge: Polity Press.

Earle, S. & Leatherby, G. (Eds.) (2008). The Sociology of Healthcare: A reader for health professionals. Basingstoke: Palgrave Macmillan.

Flanagan, C., Hartnoll, L. & Murray, R. (2013) Seicoleg - Y Cydymaith Cyflawn. Aberystwyth @ebol. Giddens, A. (2009). Sociology. (6th ed.) Cambridge: Polity Press.

Naidoo, J. & Wills, J. (2008). Health studies: an introduction. (2nd ed.) Basingstoke: Palgrave.

Larkin, M. (2011) Social Aspects of Health Illness and Health Care. Maidenhead: McGraw Hill Education. Open University Press. [adnodd electronig] [electronic resource]

Upton, D. (2010). Introducing psychology for nurses and healthcare professionals. Harlow: Pearson.

Walker, J. Payne, S. Smith, P & Jarrett, N. (2007). Psychology for Nurses and the Caring Professions. (3rd ed.). Maidenhead: McGraw Hill. Open University Press. Argymhellion darllen Recommended reading Boyd, D.R., Bee, H. (2009). Lifespan development. (5th ed.) Pearson/Allyn and Bacon. Boston. [electronic resource]

Heaslip V. & Ryden J. (2013). Understanding Vulnerability: A nursing and healthcare approach. Oxford; Wiley-Blackwell.

Sheaff, M. (2005). Sociology and Health Care : An Introduction for Nurses, Midwives and Allied Health Professionals. Maidenhead: McGraw-Hill Education. [adnodd electronig] [electronic resource]

Spencer, L., Edwards, M., Prys, D. & Thomas, E. (2004). Geiriadur Termau Seicoleg. Prifysgol Bangor. Thirlaway, K. & Upton, D. (2008). The Psychology of Lifestyle: Promoting Healthy Behaviour. [adnodd electronig] [electronic resource]