MODULE DESCRIPTOR

TITLE Understanding the Person Centred Approach in Relationship

centred care (Readiness to Practice 2)

SI MODULE CODE 66-4506-00C

CREDITS 20

LEVEL 4

JACS CODE B700

SUBJECT GROUP Nursing

DEPARTMENT Nursing and Midwifery

MODULE LEADER TBC

MODULE STUDY HOURS (based on 10 hours per credit)*

Scheduled Learning and

Teaching Activities

Placement (if

applicable)

Independent Guided

Study

Total Number of Study

Hours

40 100 plus

additional NMC

Non Credit Hours

(42hrs)

5 Social work

skills days (5

contact hrs = 25

hrs)

N.B. Attendance

is mandatory

60 plus additional

NMC Non Credit

Hours (22 hrs)

200

MODULE AIM To introduce the student to the statutory and regulatory frameworks that influence the nurse and social worker in promoting service user led relationship centred care. MODULE LEARNING OUTCOMES By engaging successfully with this module a student will be able to

1. Demonstrate NMC competencies and essential care skills to meet the requirements of

progression Part 1 for nursing and the Standards of Proficiency for social work (HCPC

2012) and the requirements for the Professional Capabilities Framework at the required

level such that you can evidence 'Readiness to Practice' (TCSW 2012). (HCPC

SOPs:1.1, 3.1, 3.4, 7.1)

2. Describe legislative frameworks (including safeguarding) and policies applicable to

nursing and social work practice reflecting on your professional developmental needs

(HCPC SOPs:1.3, 1.4, 1.5, 2.1, 2.3, 3.2, 7.2, 8.10, 9.1, 13.4.1, 13.4.3, 13.4.4, 15.1, 15.2,

15.3)

3. Describe and demonstrate the professional values, attitudes, attributes, behaviours and

skills required of the nurse and social worker when developing relationship centred care

or practice with a diverse and vulnerable service user population. (HCPC SOPs:2.2, 2.4,

2.7, 2.8, 2.9, 3.5, 5.1, 5.2, 6.1, 6.2, 13.3, 13.4.6, 13.4.7, 13.4.8)

Mapping to the modules learning outcomes NMC (2010) Mapping to the modules learning outcomes Generic and Field Specific: D1: G2, F2.1, F3.1, G4, F4.1, G5, G6, G, G8. D2: F.1.1, G2, F2.1, G5. D3: G3, F3.1, G8, G9. D4: G4, G7. TCSW Professional Capabilities Framework - All Domains of "Readiness to Practice" level SUGGESTED INDICATIVE CONTENT The indicative content below is both generic to nursing/social work, and field specific (Learning Disability). This is achieved by introducing the generic principles to all fields/vulnerable groups with specific application of the content to learning disability field of practice.

Relationship centred care

Person centred Planning and life story work;

Holistic approaches

APIE; APIR;

Families and family centred care;

Introduction to human factors

Professional regulation, NMC and HCPC Codes of Conduct

Professional Values - NMC, HCPC Standards of Conduct, Performance and Ethics, BASW

Code of Ethics

Values;

Advocacy/self-advocacy;

Empowerment; Inclusion;

Risk management;

Basic leadership and management principles;

Leisure , employment and education; Diversity and cultural competence;

Interagency practice governance;

Introduction to collaborative management, delegation and supervision skills;

Introduction to managing change/change agents; Leadership.

Multi-agency organisational context of practice in health and social care

Basic legal and policy frameworks for safeguarding children and adults

Signs and symptoms of abuse in adults and children

Understanding the professional authority of the legally mandated social work role

Skills development:

Communication, engagement and assessment skills

Managing caseloads

Recording

Confidentiality and information sharing in inter-professional contexts

LEARNING, TEACHING AND ASSESSMENT - STRATEGY AND METHODS Students will be supported in their learning, to achieve the above outcomes, in the following ways

Tutor-led sessions which will include a range of learning activities such as lectures, seminars

and workshop sessions. These sessions will mainly comprise 'active' learning in order to ensure

that the student is fully engaged with the learning process. This face to face contact will be

supported by tutor-directed learning which the student will undertake individually or in small

groups in order to consolidate their learning. These learning activities will be enabled using

'Blackboard' or one of a range of dedicated software packages. Independent, student-directed

learning consists of formative and summative assessment activity and work undertaken to

consolidate the student's learning. The teaching team recognises the immense value of learning

from peers enabling the student to be fully engage with this approach.

Lectures: sessions led by academics in nursing and social work and other professions, where

appropriate, these are aimed at exploring relevant policy, theories and concepts and their

application across a wide range of professional contexts.

Specialist Visiting Lecturers: The course team will identifypractitioners with skills that enable

them to contribute to the course. They will be invited to teach with a view to further enhancing the

student’s learning experience.

Service-user and/or carer – led input: facilitated sessions by individual service users and their

carers including the Partnership in Learning Group. This service user group was specifically

established in 2006 to support the development and delivery of the joint course.

Social work practitioners will deliver the Social Work Skills days, in partnership with academic

staff from the course team. Other external practitioners, and or experts in practice will be

identified, as and where required, to contribute to students’ learning.

Tutorials, with your Academic Advisor : enable students to identify and explore personal,

professional and academic strengths and limitations and help them to develop and implement

action plans for meeting course requirements and professional development aspirations.

Projects/Group work: provide opportunities for working collaboratively and developing skills in

communication, negotiation and team work. This will provide semi-structured personal learning

experiences that will help develop personal autonomy and leadership skills.

Practice Based Learning: 50% of the students learning experience occurs in the workplace

where they will be supported and assessed in the practice setting by a fully trained

Mentor/Practice Educator.

Presentations: help to develop confidence in verbal skills and the use of multimedia which can

be usefully transferred into and from the workplace.

Directed Learning: the student will be encouraged to use a wide range of different resources

accessed via the virtual learning environment. Some of the DL will aim to prepare you for active

learning in taught sessions. Self-Directed learning will be encouraged to help students prepare

for individually allocated placements. Experiences in the placement provide opportunities to

motivate students to undertake personal study to seek out theory and evidence to develop

understanding of practice situations. This is a requirement for autonomous professional practice.

Supervision and Facilitation of Reflection on Practice Learning: The Academic Advisor

/Practice Mentor will actively encourage the student to engage in reflective learning activities to

help them make the best use of academic and work place learning opportunities. Skills

Rehearsal through simulation and workshops: Opportunities to learn specific skills for

professional practice are made available to students in the fully equipped skills suites and

classrooms.

Personal and professional development planning (ppdp) framework: An important element

of Sheffield Hallam University's Education for Employment (e4e) strategy [1], and a key student

entitlement, is the inclusion within the curriculum of personal and professional development

planning, together with the provision of personal academic tutorial support to monitor students'

progress and support their transition to the world of work. The strategy also requires the

provision of corporate but flexible processes for managing PPDP in ways that meet local needs.

The PPDP framework sets how this will be achieved, and implementation will deliver real benefits

for students, while ensuring that the University meets the QAA guidelines for institutional PDP

policy and practice [2].

The SHU Employability Strategy - Education for Employability (e4e): http://tinyurl.com/bu86kc7.

ASSESSMENT STRATEGY AND METHODS

Task

No.*

Short Description of Task SI Code

EX/CW/PR

Task

Weighting

%

Word Count

or Exam

Duration**

In-module

retrieval

available

1 Reflective skill log

incorporating legislative

frameworks (including

safeguarding)

(Readiness to Practice)

CW 100% 2000 words

Y

2 On-going Achievement

Record (OAR - Portfolio)

PR PF N

Assessment for Learning

a Action planning and portfolio development for nursing and social work including record of

skills and experience (ROSE)

FEEDBACK

Students will receive feedback on their performance in the following ways:

Throughout the module, students will receive academic support from an allocated academic and receive oral feedback on progress from both tutors and peers.

Formative Feedback will be provided by seminar leaders on the contributions and

performance of students in tutorials and seminars.

Feedback on performance in the assignment will be provided in accordance with university

guidelines, using a standardised proforma, in order to feed forward into future work.

Tutorial support including intermediate feedback will be provided if required.

Feedback on practice

During the Social Work Skills Days students will receive on-going formative feedback from

practitioners, academics and peers.

Interviews with mentors at designated stages of practice experience to ensure that the NMC

standards of competency and essential skills clusters are being met.

Testimonies from individuals encountered during practice experience.

Discussions of reflective accounts of practice learning during and following practice

experience with Academic Adviser.

Review of progress in relation to skills development during and following practice experience

with mentors and the students' Academic Adviser.

Feedback from performance in the use of simulation.

Self-assessment, peer reflection, feedback from health and social care practitioners and tutor

feedback on development of competencies and proficiencies as outlined by the NMC and

HCPC.

LEARNING RESOURCES (INCLUDING READING LISTS)

ATHERTON, Helen. L. and CRICKMORE, Debbie. J. (2011) Learning Disabilities: Towards

Inclusion. Edinburgh: Churchill Livingston.

BROUSSINE, Eric., SCARBOROUGH, Kim. (eds) (2012) Supporting people with learning

disabilities in health and social care.London : Sage.

GATES, B, (2006) Care planning and delivery in Intellectual Disability Nursing.Wiley-

Blackwell.

HARDIE, Elaine. TILLY, Liz (2012), An introduction to supporting people with a learning

disability. London: Learning Matters.

Knott C (2010) Reflective Practice in Social Work (Transforming Social Work

Practice)Learning Matters Publishing

MANTELL, A., SCRAGG, T,.2nd

ed (2011) Safeguarding adults in social.work. Exeter :

Learning Matters

MITCHELL, D et al. (2006) Experiences of Advocacy for people with Learning Disabilities

Testimonies of Resistance.Jessica Kingsley Publishers.

Parker J (2010) Social Work Practice: Assessment, Planning, Intervention and Review

(Transforming Social Work Practice). Learning Matters Publishing.

Ruch G, Turney D and Ward A (2010) Relationship-based Social Work: Getting to the Heart

of Practice. Jessica Kingsley Publishers.

SELLORS, Carol. 2nd

Ed (2011) Risk assessment in people with learning disabilities.

Chichester: BPS Blackwell.

TILLY, Liz. (2011) Person centred approaches when supporting people with a learning

disability. 1ST

ed. Learning Matters Pub.

TYSON, Andrew. (ed) (2011) Personalisation and learning disabilities: a

handbook.Brighton :Pavillion

INTERNET RESOURCES

Social Care Institute for Excellence

http://www.scie.org.uk/publications/elearning/law/index.asp]

HealthCare Professions council http://www.hpc-uk.org/

Nursing and Midwifery Council www.NMC-uk.org

MODULE INFORMATION FOR STAFF ONLY

MODULE DELIVERY AND ASSESSMENT MANAGEMENT INFORMATION MODULE STATUS - INDICATE IF ANY CHANGES BEING MADE

NEW MODULE Yes

EXISTING MODULE - NO CHANGE No

Title Change No

Level Change No

Credit Change No

Assessment Pattern Change No

Change to Delivery Pattern No

Date the changes (or new module) will be implemented 22/09/2014

MODULE DELIVERY PATTERN

Module Begins Module Ends

Course Intake 1 22/09/14 20/09/15

Is timetabled contact time required for this module? Y

Are any staff teaching on this module non-SHU employees? N

If yes, please give details of the employer institution(s) below

What proportion of the module is taught by these non-SHU staff,

expressed as a percentage?

MODULE ASSESSMENT INFORMATION

Indicate how the module will be marked

*Overall PERCENTAGE Mark of 40% Y

*Overall PASS / FAIL Grade

SUB-TASKS

Will any sub-tasks (activities) be used as part of the assessment strategy

for this module?

N

. FINAL TASK

According to the Assessment Information shown in the Module Descriptor,

which task will be the LAST TASK to be taken or handed-in? (Give task number

as shown in the Assessment Information Grid in Section 1 of the Descriptor)

Task No.

2

NON-STANDARD ASSESSMENT PATTERNS

MARK 'X' IN BOX IF MODULE ASSESSMENT PATTERN IS NON STANDARD,

e.g. MODEL B, ALL TASKS MUST BE PASSED AT 40%.

NB: Non-standard assessment patterns are subject to faculty agreement and

approval by Registry Services - see guidance notes.

X

CHECKED

Date Reason

June 2014 SI set up to follow