Module Provider: |
School of Health and Social Care |
Number of credits: |
20 [10 ECTS credits] |
Level: |
I (Intermediate) |
Terms in which taught: |
Autumn, Spring and Summer |
Module Convenor: |
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Pre-requisites: |
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Co-requisites: |
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Modules excluded: |
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Module version for: |
2007/8 |
Aims:
To develop the ability of students to play a full and proactive role in working with others to improve the quality of health care. |
Assessable learning outcomes:
At the end of the module, the students will be able to:
Understand the importance of relationships and networks to determine those which will improve quality and achieve health outcomes
Draw upon appropriate range of multi agencies and inter professional resources in their work
Negotiate and agree with patients and clients, and other health and social care professionals, outcomes, roles and actions to be taken to improve health
Be aware of the opportunities to share knowledge, with patients, clients and other professionals |
Additional outcomes:
1. The portfolio must include evidence of activities undertaken to support learning and how learning has benefited clinical practice. Suggested methods of providing written evidence will be in the form of,
self assessment and reflective accounts
critical analysis and self evaluation
critical incidents
learning contracts
action plans
other evidence on practice development, such as, minutes of meetings, written testimonies by colleagues and/or managers, policy documents, reports.
2. Reflective account (approximately 1,500 words) using one of the suggested titles. This includes clearly relating theory to practice, the learning process and your development and suggestions for further action.
3. References and bibliography as necessary.
4. Appendices used or compiled.
5. Statement of completion.
6. A learning contract signed by student and mentor must be included in all portfolios. |
Outline content:
Individual behaviour in organisations
Group dynamics
Learning styles and team roles
Negotiation and communication in groups
Promoting inter professional learning and collaboration |
Brief description of teaching
and learning methods:
Distance learning packs including activity completion. .
Taught sessions to introduce concepts such as learning contracts and reflective learning as well as individual and group tutorials with the practice lecturer i.e. practice based teaching. These will provide the opportunity to discuss critical incidents and significant learning experiences.
Personal tutorials from a tutor based at the University of Reading. .
Students will be required to negotiate learning contracts with their mentor as well as maintain a reflective journal to record critical incidents and significant learning experiences.
It is envisaged that a student-centred approach to learning will ensure that the student will be at the centre of the teaching process in order to develop skills to facilitate lifelong learning. |
Contact hours:
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Per Academic term |
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| Lectures |
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| Tutorials/seminars |
As required dependant on student learning needs. Provided
by University personal tutor and/or community practice lecturer |
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| Practicals |
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| Other contact (eg study visits) |
Through negotiation between mentor, student and lecturer
for work setting visit |
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| Total hours |
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| Number of essays or assignments |
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| Other (eg major seminar paper) |
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Assessment:
Coursework
Developmental portfolio that demonstrates good practice and provides evidence of achievement of learning outcomes. This may including learning contracts, a reflective account, a video, an interview which contains a range of information providing a comprehensive picture of student progress and performance.
Relative percentage of coursework:100% work-based learning
Examinations
N/A
Requirements for a pass
Portfolio to have reached 40% as outlined in assessment criteria.
Reassessment arrangements
Student will be offered a second and final attempt |
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