UWS is a leading provider of education for the health sector. We are Scotland’s largest provider of health, nursing and midwifery education. Our graduates make a phenomenal contribution to the healthcare and wellbeing of communities across Scotland, UK and countries across the globe.
We offer a module specifically designed for those who want to commence a career in either adult or mental health nursing now, or in the future, by undertaking our BSc Adult Nursing or BSc Mental Health Nursing.
The other modules are designed for qualified nurses, midwives or other health professionals to prescribe on an independent or supplementary basis to help them support learning and assessment of students in clinical practice.
Designed for those who are considering a career in either adult or mental health nursing. This module is online and over the summer months (May-August) but there is an opportunity to visit one of our Scottish campuses for some face-to-face classes. The module is awarded at SCQF level 7, equates to 20 credit points and prepares you for entry to either BSc Adult Nursing or BSc Mental Health Nursing degrees here at UWS.Dowload module leaflet (pdf)
This module prepares nurses, midwifes, podiatrists and physiotherapists to prescribe independently (using a prescription) and supplementary (using a clinical management plan) and to prepare radiographers to prescribe using supplementary prescribing. It is validated by NHS Education for Scotland, the Nursing and Midwifery Council (NMC), and the Health and Care Professionals Council (HCPC). The module can be undertaken at two different levels: SCQF level 9 (either on-campus or by blended learning) or SCQF level 11 (on campus only). The prescribing qualification is recordable with the relevant professional body.Download module leaflet (pdf)
This module equips nurses and midwives to support learning and assessment of students in clinical practice. It equips you, as a professional, with the knowledge, skills, attitudes and competencies required to support and assess students undertaking a programme that leads to professional registration.Download module leaflet (pdf)
This module will explore the history, development and current principles and practices of palliative care. The syllabus will start with an examination of the roots of modern palliative care in the hospice movement of the 1960s and 1970s and its development into a global phenomenon. It will go on to critically analyse the current provision of palliative care around the world with particular emphasis on service models, symptom management and preservation of quality of life. Time will be devoted to a review of current trends in palliative care with particular focus on supportive and psychoeducational approaches, novel symptom control techniques and the extension of services to previously neglected groups.
The content of this module maps onto the skilled/enhanced level of the NHS Education for Scotland (NES) (2017) Palliative and End of Life Care Framework to support the learning and development needs of the health and social care workforce.
The module will be of interest to a range of health and social care professionals working in primary and secondary care as well as those in specialist areas, both palliative care and others. It will be relevant to those who work with children, adults and older people with a range of malignant and non-malignant conditions.
This module has been developed to allow any Nurse or Allied Professional with an appropriate Registration whether nationally or internationally registered to be able to respond to the clinical needs of people with diabetes within a multidisciplinary and multiprofessional setting. All students must be in a practice environment and have access to suitable clients with Diabetes. It takes a holistic view of the disease trajectory and emphasises the relationship between a person’s social, psychological, spiritual and physical needs. It is only by addressing all of these needs that practitioners can hope to make a difference in the lives of people with diabetes.
The module will utilise current clinical experts to ensure that what the student receives in theory is up to date and evidence based clinical practice. The physiology of diabetes will be covered in depth and the curriculum will pay due respect to the holistic view of the disease. The worldwide nature of diabetes allows each health care practitioner who successfully undertakes this module to develop transferrable global skills in the health treatment and ongoing social care to both meet the acute needs of the person with diabetes and allow the practitioner to partner the person with diabetes in the long-term management of their condition.
There is no requirement for a workplace supervisor for the module.
People of all ages can be affected by issues of bladder and bowel dysfunction, these can restrict employment, educational and leisure opportunities for people, and lead to social embarrassment and isolation, which can affect both physical and mental health.
This module aims to develop the knowledge and skills of health and social care practitioners in relation to the management of the people with bladder and bowel dysfunction throughout the lifespan within the context of the society and culture they live in.
The module will focus students on the development of a positive view of bladder and bowel dysfunction in a holistic context. The module philosophy is underpinned by reflective practice, which will enable the student to integrate theory with practice and provide a research based approach to the care of people with bladder and bowel dysfunction. The module will equip practitioners to complete comprehensive continence and client assessments and to provide clients with comprehensive health education.
The module will provide health and social care professionals with an in-depth knowledge of bladder and bowel dysfunction and develop a cultural awareness of the impact bladder and bowel dysfunction on a range of people. The benefits of effective communication within a team approach will be discussed to enable students to acquire a sound grasp of how new understandings will impact on their practices thus allowing them to apply evidence-based solutions to the support of people with bladder and bowel dysfunction. The syllabus includes an overview of the main theories of bladder and bowel dysfunction before investigating how bladder and bowel dysfunction affects people within their societal groups.
This module is suitable for students from anywhere in the world as it allows the application of theory to practice regardless of geography or practice setting. This enhances the global citizenship of students by providing a critical understanding of loss and grief in health and social care settings across the world. As this module is theoretical in content students do not need to be currently working with people experiencing loss and thus a workplace supervisor is not required.
This module is suitable for a range of professionals who work with people who have had a diagnosis of cancer and provides the student with an overview of the fundamental principles which underpin cancer care. This is a theoretical module therefore no workplace supervisor is required.
The science and global epidemiology of cancer will be explored in order to provide the student with knowledge and understanding of the evidence base which supports contemporary cancer care. Students will develop a detailed understanding of the methods used to detect, diagnose and stage cancer and how this information contributes to the process of planning appropriate anti-cancer interventions. A number of key therapeutic interventions in contemporary cancer care will be examined including systemic anti-cancer therapy, radiation therapy, surgery and other interventional techniques. Gaining a detailed understanding of the physical and psychosocial impacts of cancer and its treatment will allow students to evaluate and plan appropriate interventions to support people undergoing treatment for cancer and their significant others.
This module is suitable for students from anywhere in the world who are involved in caring for people undergoing anti-cancer treatment, as it allows the application of theory to practice regardless of geography or care setting. Students will be encouraged to reflect upon cancer care in different geographical, cultural and socio-economic contexts, including the care of people undergoing treatment for cancer within their societal group. This enhances the global citizenship of students by providing a critical understanding of issues which may transcend individual contexts of cancer care.
This theoretical module, delivered online, begins with an overview of how infection control practices have evolved over time, exploring the impact and influence of changing global environmental/cultural/financial perspectives on infection categorisation, prevention, control and monitoring. As the module continues, concepts such as surveillance, audit activity, quality improvement initiatives and research will be introduced, discussed, debated and appraised within the framework of practice enhancement - acknowledging the need to understand and appreciate the wide range of mechanisms available to assist in recognising good quality practice and addressing practice deficits.
Delivery of core module materials is via VLE: Asynchronous online activities, formative assessment, PDP and independent study will support learning and engagement, and provide opportunity to present, discuss and debate the implications of poor infection control practice, and the mechanisms which can be implemented to promote and enhance effective infection control practice. These mechanisms include education, research, quality improvement approaches and evidence based practice; multi-disciplinary teamwork, leadership and role modelling; clinical governance issues such as international and national political agendas, local policy, risk assessment, resource allocation and management systems, dealing with the media and the public, and managing litigation. The topics studied will reflect current national and international issues in the field of infection control, and which are relevant to the students’ area of personal or professional interest.
The World Health Organisation (WHO) (2011) reports that long term conditions cause more deaths than all other causes combined. According to the Kings Fund (2012), the UK economy will potentially lose £16 billion over the next 10 years through premature deaths related to Long Term Conditions. Many of these diseases are largely preventable through alteration of four main behavioural risks; use of tobacco, lack of physical activity, over use of alcohol and an unhealthy diet (WHO 2011).
This module is aimed at all health or social care professionals working with people with long term conditions to enable them to provide high quality provision and support that meets the needs of both individuals and family groups. The module will provide prospective graduates with an in-depth knowledge of long term conditions and develop a cultural awareness of the impact of the effects of these on a range of people. The benefits of effective communication within a team approach will be discussed to enable students to acquire a sound grasp of how new understandings will impact on their practices thus allowing them to apply evidence-based solutions to the support of people with long term conditions.
The module acknowledges the students professional background and will provide a holistic knowledge base for students which will enable them to develop their role in participating in the management of individuals with long term conditions within their societal groups. It will also provide opportunities for a wide variety of professions to develop knowledge and critical insight on the impact of long-term conditions in relation to the physical and psychosocial health of individuals and their carers. Students will develop an understanding of the evidence base for approaches to long term conditions management and will be encouraged to challenge professional assumptions regarding the needs of individuals and families affected by long-term conditions. Students will be given an insight into the implications of living with a long term condition and explore the strategies involved in addressing the health and social care requirements of this patient group. The nature of concordance vs. compliance will also be explored.
The module will promote person and relationship-centred approaches to care, evaluate the trajectories of chronic illness/disease in relation to those areas of illness/disease currently highlighted in international, national and local policy in health and social care. The role played by models and frameworks for long term condition management will be explored with an emphasis on social care assessment, effective communication, empowering self-care, management and prevention for individuals with long term conditions. The response of services to acute episode management, communication and therapeutic interventions; medicines management, health improvement strategies, self-care and self-management, inter-agency working, and end of life care will all be considered and explored, equipping the student with the skills to actively engage in this process
Throughout the module students will be building on their existing skills and acquiring and developing knowledge and skills while demonstrating graduate attributes that include being able to identify, define and analyse problems and identify or create processes to solve them, being open to new ideas, methods and ways of thinking, being prepared to ask crucial questions and use rational, being able to manage risk while initiating and managing change and to use communication as a tool for collaborating and relating to others.
This module is suitable for students from anywhere in the world as it allows the application of theory to practice regardless of geography or care setting. This enhances the global citizenship of students by providing a critical understanding of long term conditions in health and social care settings across the world. As this module is theoretical in content students do not need to be currently working with people experiencing loss and thus a workplace supervisor is not required.
Overweight and obesity are defined as abnormal or excessive fat accumulation that presents a risk to health. A crude population measure of obesity is the body mass index (BMI), a person’s weight (in kilograms) divided by the square of his or her height (in metres). A person with a BMI of 30 or more is generally considered obese. A person with a BMI equal to or more than 25 is considered overweight. World Health Organisation (WHO) 2016.
Overweight and obesity are major risk factors for a number of chronic diseases, including diabetes, cardiovascular diseases and cancer. Once considered a problem only in high income countries, overweight and obesity are now dramatically on the rise in low- and middle-income countries, particularly in urban settings. (WHO 2016).
While there is a need for a comprehensive and multisector approach to obesity prevention including addressing the commercial, environmental and social policy drivers, healthcare for affected individuals with these elevated health risks continues to gather pace. Given the global scale of the problem, obesity, and its complications are being managed in many health and social care environments regardless of the geographical location.
Behavioural and physical approaches to weight management will be explored alongside an in-depth analysis of the pharmacological and surgical interventions including patient acceptability and the impact on quality of life.
Through personal development planning, reflection and review, students will be enabled to make better links with their own continuing professional development, the development of graduateness, global citizenship and enhanced employability.
This module enables health and social care workers to identify and challenge personal and professional attitudes and values towards older adults nationally and internationally. It will also explore the nature of healthcare provided for older people from a range of perspectives. This exploration aims to aid the healthcare professional to recognise and examine policies and practices which will support quality care for older people.
An underlying aim of the module is to encourage participants to make use of the best national and international evidence and research available within the field to guide their practice and improve their understanding of the older people they will encounter in health and social care.
Health and Social Care practitioners will encounter clients in pain. This will vary from that arising from simple causes to the complexities of difficult pain syndromes. Consequently, there is a need for practitioners to acquire and promote knowledge and skills in total pain management. The underpinning influence for this module is the belief that education is the key to the dissemination of new attitudes, knowledge and skills; in order to improve pain management and implement evidence based best practice.
The focus of this theoretical module is to provide the student with the opportunity to develop their knowledge and investigate an aspect of pain management from a local or global perspective. Areas covered by this module include:
This module will provide GP’s and other professionals working with the knowledge and skills to provide palliative care to those with a life limiting illness in a timely manner regardless of diagnosis. It will cover the contemporary drivers and guidance in palliative care provision as well as the management of the common symptoms of advanced disease and the care and support of the bereaved. The importance of communication and inter-professional team working within the provision of high quality palliative care will be woven through the content. Participants will also be provided with a 30 hour placement with a specialist palliative care team where they will observe the practical application of palliative care theory and the decision making processes that are utilised in the delivery of holistic palliative care.
This is classed as a long thin module. Thus if this module begins in trimester 1 the assessment takes place at the end of trimester 2 to allow the clinical placement learning to be consolidated and presented as a summative assessment. Similarly if the learning begins at the beginning of trimester 2 then the assessment will be due at the end of trimester 3. Students would normally have to complete the module by the end of trimester 3 in the same academic year.
Due to its practical nature and the limited number of placements potential students need to be nominated by the teaching team to take part in the module. There is a workplace supervisor provided for each student during their placement.
Care delivery occurs in complex and interdependent systems. Unfortunately this can often lead to those we care for, suffering from preventable harm. Therefore, understanding and improving quality and safety in health and care systems is now a global priority. Designing and testing changes requires new knowledge and skills. This module aims to increase the students’ knowledge and understanding of quality improvement methods and how these new skills can be used to help implement change and ultimately increase safety. Students are supported to use data and evidence to bring about changes in practice to benefit care; consideration will be given to clinical indicator programs, adverse event monitoring, satisfaction surveys, benchmarking, evidence based practice and clinical guidelines.
The module content reflects current theory and research within the area of quality improvement and patient/client safety and is aimed at all health or social care professionals. As well as advancing the students’ knowledge and understanding of quality improvement and patient/client safety, the module will encourage the development of graduate/employability skills such as critical appraisal skills, communication skills and ICT skills.
This is a theoretical module and therefore no supervisor is needed and may be delivered face-to-face or by online learning and is suitable for students anywhere in the world as it allows the application of theory to practice regardless of geography or care setting. This enhances the global citizenship of students by providing a critical understanding of quality improvement and patient/client safety across the world.
This module is aimed at all health or social professionals who may care for people facing non-bereavement and bereavement losses to enable them to provide high quality support that meets the needs of both individuals and family groups. The module will provide prospective graduates with an in-depth knowledge of loss and grief and develop a cultural awareness of the impact of loss on a range of people. The benefits of effective communication within a team approach will be discussed to enable students apply evidence-based solutions to the support of people facing loss regardless of their cultural background.
The syllabus includes an overview of the main theories of loss and grief before investigating how individual and collective grief affects people within their societal groups. The impact of specific types of death and the resulting grief responses will be reviewed before identifying the roles of a range of people in helping individuals and groups cope with loss.
This module is suitable for health and social care professionals from anywhere in the world as it allows the application of theory to practice regardless of geography or care setting. This enhances the global citizenship of students by providing a critical understanding of loss and grief in health and social care settings across the world. As this module is theoretical in content students do not need to be currently working with people experiencing loss. A workplace supervisor is not required as this a theoretical module.
This module is for registered healthcare practitioners who are directly involved in the administration of systemic anti-cancer therapy (SACT). The module is based on the principle that underlying knowledge and cognitive skills will be developed both in the classroom and the clinical setting, utilising work based learning competencies and theoretical assessment.
The content of the course will be consistent with local, regional and national policy and guidelines, including the NHS Education for Scotland Education and Training Framework for the Safe Use of Systemic Anti-Cancer Therapy (SACT) (NES 2013) and it supports the implementation of CEL 30 (2012) (Revised) Guidance for the Safe Delivery of Systemic Anti-Cancer Therapy (SACT) (Scottish Government, Quality Unit, 2012) and CEL 21 (2009) (Safe Administration of Intrathecal Cytotoxic Chemotherapy) by providing a foundation for a consistent approach to education and training. There is also a focus on the potential psychosocial impacts of SACT and ways in which these can be most effectively addressed.
Students are required to ensure they are able to fulfil the clinical competencies required for module assessment. This means being able to administer SACT in their clinical area or during placement to another suitable clinical area, which must be organised through their employer. They must also have the support of their line manager and access to a suitably qualified clinical mentor in the workplace. The clinical competences will be completed normally within three months but over no more than two trimesters in exceptional circumstances.
Conditions of the blood (Haematology) are a common occurrence and can affect the care of people across a wide range of health care services. As such this module will be relevant to a range of health care professionals who in the course of their practice are caring for patients with haematological conditions and will enable them to develop their knowledge and skills to effectively care for patients and provide support for their family.
The content will reflect on the current research within this field and emphasise both the theoretical and practical aspects of care and treatment of patients with a range of blood disorders. This will include exploration of common non-malignant and malignant blood disorders and current best practice in anti-coagulant therapy. Students will be able to select the specific conditions they focus their studies on.
As this is a theoretical module a workplace supervisor is not required.
The module is suitable for a range of healthcare professionals and aims to promote global citizenship and graduateness for all students regardless of geography or employment status.
The ability to communicate effectively across a range of settings is a core graduate attribute. This is also a core competency for professionals working across health and social care regardless of their geographical location.
The importance of effective communication within health and social care practice will be appraised. This will enable global citizenship by allowing students to appreciate the communication challenges within different care environments. The development of a critical awareness of the issues of communication within the global community will also enhance students' ability to work with a range of communication issues related to global health and social care.
Therapeutic communication comprises of interventions intended to facilitate a positive ‘therapeutic shift’ for a wide range of issues such as anxiety, communication difficulties, addictive behaviours, bereavement and health promotion. Students will be required to apply critical thinking to effective communication, various therapeutic models/frameworks and other helping strategies. The qualities of an effective practitioner within caring environments will be examined and the context of what enables a therapeutic relationship between a patient/client and the practitioner explored.
Through personal development planning, reflection and review, students will be enabled to make better links with their own continuing professional development, the development of graduateness, global citizenship and enhanced employability.
This module is theoretical in content and as such students do not require a workplace supervisor.
The skin is the largest organ in the body and when illness and injury strike these can compromise skin integrity and may lead to a number of tissue viability issues as well as other physical, psychological and social problems for the patient and/or their family.
The aim of this module is to promote a critical understanding of the holistic and individualised management of patients where skin integrity is compromised. Students will have the opportunity to study a variety of contemporary issues in relation to the wound healing process as well as the management of a range of wounds. This will enable students studying locally, nationally and internationally to gain an understanding of tissue viability in a global context.
The module content includes:
The anatomy and physiology of the skin and the phases of wound healing, the role nutrition in tissue viability and wound healing, the TIME principle of systematic wound management, the prevention and management of pressure related tissue damage, the management of acute and chronic wounds and the professional and legal issues in wound management.
By the end of the module the student will have extended their knowledge by critically reflecting on their current practice and by considering new practices that may improve patient outcomes. As this module explores and discusses current practice in tissue viability and the management of wounds it is only suitable for professionals who have a role in this area. In addition the assessment assumes that the student will be able to reflect on the care of a person who required wound management. Thus students who are interested in this module and are unsure of its suitability to their practice should contact the module coordinator before applying.
The module is theoretical in content and does not require a workplace supervisor.
There is an increasing demand to develop a workforce within the provision of Unscheduled Care, which is responsive to national and local drivers. An important element of this service will be the delivery of care by more highly skilled and autonomous practitioners within an overall framework of Inter-professional practice that complements the strategic development of Unscheduled Care throughout the jurisdictions of the United Kingdom.
This module has been designed for nurses and paramedics working clinically in the field of Unscheduled Care within UK Jurisdiction. Prospective students must be registered with either NMC or HCPC*, and as part of their role require enhanced Clinical Assessment knowledge and skills. Students must have the support of their line manager and a Clinical Supervisor in order to undertake this module.
*For international students undertaking this module as part of an international cohort, you must be able to; demonstrate current professional registration from the country in which you practice, have the support of an appropriately qualified and experienced clinical supervisor to support and assess your competency development in practice.
Students will develop critical understanding of their professional practice and enhance knowledge, clinical decision making and competency in the following key areas of practice: primary assessment, consultation skills and history taking for the examination of patients across the lifespan. In particular the examination of the Chest, Abdomen, Musculoskeletal System, Neurological System and Ear Nose and Throat. Practitioners undertaking this module shall also critically examine relevant legal, ethical and professional issues pertinent to the expanding practitioner role.
The module aims to help the health and social care professional to develop their skills of teaching in professional practice. The different international theoretical approaches which underpin effective teaching skills and learner needs are discussed. The qualities which positively influence good practice teaching are considered whilst learning styles and theories are explored. Aims, educational objectives and learning outcomes are all defined. Models of programme design, educational resources and the sequencing of content are discussed. A variety of teaching methods and methods of assessing learning are examined. The rationale for evaluating teaching is presented alongside the methods for gaining feedback.
The module will provide the participant with the knowledge and skills required to support the role of teaching in his/her professional practice. The approach to learning within this module is student-centred which supports and enables the participant to take responsibility for their own learning and guides each learner towards building on their previous and concurrent experience.
This module is suitable for nursing, health and social care students from anywhere in the world as it allows the application of theory to practice regardless of geography or care setting. This enhances the global citizenship of students by providing a critical understanding of teaching in health and social care settings across the world. As this module is theoretical in content students and thus a workplace supervisor is not required.
There have been significant improvements in UK and European health status in terms of the major diseases of cancer, heart disease and stroke, although in developing countries there remain considerable challenges in improving population health. The improvements in developed countries however have not been experienced by everyone. Unacceptable inequalities in health still exist across societal groups. For example, some areas in the UK experience differences in life expectancy between poor and affluent areas of as much as 17years.
Recent global and national policies have highlighted the importance of the distinctive contribution that health and social care practitioners make to improving public health. However, they stress the need for this contribution to be much more focussed and targeted to meet the health needs of individuals, families and communities, and in particular the vulnerable and excluded.
In responding to these proposals it is necessary for practitioners to work across professional boundaries to empower consumers to increase control over their own health and well-being; and ensure that they are fully involved in this decision making process. Thus this module would be suitable to a wide range of health and social care professionals.
As well as being introduced to the evolution of global public health theory and practice, students will work toward adopting a systematic approach to developing health improvement interventions using the processes underpinned by public health and health promotion specialists.
The delivery of successful health and social care services relies on effective leadership. This module is designed for all health and social care professionals who would like to learn more about leadership in health and social care.
The module considers various leadership styles and theories including transactional & transformational leadership. As much of health and social care is delivered by means of multi-disciplinary teamwork, the various types of groups are considered, the characteristics of an effective team, the dynamics of groups and teams, team cohesion and how decision-making is achieved within teams.
This module will provide learners with critical understanding and knowledge of anatomy, physiology and pathophysiology in the neonate/child or adult. The module will build on students’ previous knowledge and further develop essential skills to explore, analyse and critically evaluate contemporary evidence across the life span in advanced practice.
An advanced practitioner is an experienced and highly educated individual who manages the complete clinical care for their patient. The advanced practitioner role indicates a level of practice that is characterised by high level autonomous decision making, including assessment, diagnosis, treatment often with patients with complex multi-dimensional problems. The practitioner needs to be able to make decisions based on this that demonstrate high level expertise, knowledge and skills.
Thus the development of this role requires students on this module to be able to make clinical decisions and diagnostic based judgements which lead to the utilisation and application of appropriate interventions. This module therefore aims to prepare the student to further develop their knowledge and understanding of clinical skills in relation to patient history taking and systematic clinical examination. This will enable the student to demonstrate and apply clinical decision making skills to work competently, collaboratively and effectively within a complex and dynamic clinical environment.
This is a shared module for adult, neonatal and child students. This promotes inter-disciplinary learning where appropriate whilst also allowing the students to break down into smaller groups of disciplinary specific individual teaching/learning sessions. The face-to-face timetabled classroom contact has been designed to enable both joint facilitated learning sessions where appropriate, with contextualised pathway specific content as well (ie adult students will work in high fidelity simulation sessions together, and neonatal and child pathway students will also have their own high fidelity simulation sessions separately, whereas advanced communication discussion can be done together).
This module will equip students with an in-depth understanding of capacity in health care, that is, a person's ability to understand and process information which has been given in order to make decisions about accepting or rejecting any offered treatment or intervention.
There is an increasing number of advanced nurse practitioners, non-medical prescribers, midwives, dentists, opticians and other health and social care professionals where it is important to have the necessary knowledge, skills and awareness of the ethics and legal processes to make informed judgements regarding capacity.
When providing treatment or an intervention for anyone who may lack capacity, it is essential to have the knowledge and skills to assess capacity and to know the appropriate steps to take when an individual's decision making is in doubt. This module takes a human rights-based approach to capacity and its assessment. It will provide students with the knowledge required to understand capacity issues, assess capacity and do so in a way that preserves dignity and recognises the needs of the individual and their significant others.
The module will provide the understanding and knowledge of capacity issues required by a variety of health and social care practitioners to meet the requirements of the Scottish Legislative Framework, where such professionals who have relevant qualifications and who have adequate training, can assess capacity with a view to enabling the treatment of people who may have capacity issues. Successful completion of this module provides academic preparation only for this role.
Clinical supervision has been highlighted as a crucial part of health and social care governance processes. To ensure the effective implementation of this in practice, this module has been designed to provide students with the opportunity to prepare to be a supervisee and gain the knowledge and skills required to competently act as a supervisor to a range of health and social care staff. To do this the module will critically appraise theoretical principles, contemporary research and a range of conceptual supervision models.
At the end of this module each student will be enabled to relate theory with supervision policy and will have developed key skills of clinical supervision to promote supervisory relationships. This module can be undertaken as standalone or can be selected as an optional module for some masters programmes e.g. MSc Advanced Clinical Practitioner.
Registered professionals use teaching and coaching skills with a variety of people in the clinical context. When working with junior staff and students, which are core to providing competency in caring and evidence-based practice. This module explores various components to underpin optimum skills teaching in the clinical teacher’s practice domain such as setting up ward-based teaching programmes for students at different levels; theories of skills learning; applying current clinical teaching and coaching principles in practice; skills-based teaching in action; creating teaching/learning resources and materials for the practice context and monitoring and evaluating clinical teaching programmes and environments.
The registered professional in addition uses teaching and coaching skills in client-centred care. The module will also critically explore clinical teaching principles with patients and clients. The module will cover how to work collaboratively with individuals or groups to assess coaching and learning requirements; theories of adult learning and client- centred education in specific domains of health care (Preparation for Parenthood; Reproductive Health Care; Public Health approaches and education; working with selected client groups to address specific needs and challenges, e.g. vulnerable groups, new directions in teaching skills for parenting).
The module is designed to facilitate professionals who wish to enhance and develop their teaching and mentor-ship capacity in the practice setting.
Globally we are facing a future where the prevalence of people living with dementia within the population is rising rapidly. Dementia affects 1 in 20 people over the age of 65 and 1 in 5 over the age of 80. Worldwide there are an estimated 44 million people with dementia. By 2050 the number is predicted to rise to 135 million (Alzheimer’s International, 2014).
This module aims to equip students with the knowledge to critically analyse a number of different views and approaches that have been used to make sense of the experiences of those living with dementia. Fostering a rights and values based approach to working with people with dementia, their friends and family, students will be given the opportunity to develop themselves as potential dementia friendly citizens. The module will include examination of medical, psychosocial, cultural, environmental and economic approaches, as well as looking at key integrity-promoting concepts which embrace ideas of citizenship and equality. These include person-centred, relation-centred and palliative support approaches to care.
This module intends to generate an alternative frame of reference for health professionals. It will explore what is known about the subjective experience of dementia and the value of taking a more global approach to addressing the care needs of those with dementia within their own professional practice.
The module critically engages with the pedagogical principles supporting mental health practitioners’ delivery of education to a variety of learners and service users. In particular, the module appraises (i) educational theories and theories of learning applied within a mental health context; (ii) the development of key skills to support learning within a mental health environment (iii) critical understanding of the effective interpersonal and organisational skills underpinning educational inputs in a mental health context. Participants will also explore the professional challenges in providing education in a recovery-focused climate.
Participants will engage with relevant research from the fields of mental health and education, and have opportunities to reflect on their own practice and professional development in the area of Interdisciplinary Learning. A range of tasks and activities will be undertaken to develop the student’s knowledge and understanding of the topic.
Students will be re-introduced to the process of research from the perspectives of the two main research paradigms. This will aid the development of critical appraisal skills and will be further supported by the use of recognised critical appraisal frameworks for each such as the NHS Critical Appraisal Skills Programme. Development of these skills will enable critical review of the evidence for the efficacy of learning and teaching strategies within service delivery in mental health. This review will allow participants to develop an in-depth knowledge of the most effective range of approaches suitable for their own practice. Students will be encouraged to plan learning and teaching strategies based on this critical review.
Independent study is an intrinsically worthwhile developmental experience and provides an opportunity for students to customize their learning programme through individually negotiated sets of learning outcomes and activities, Within this module students will be expected to focus their individual study within the context of health, social care or education to explore an area of personal interest and professional relevance. In so doing a critical literature review of the chosen topic will be developed, which addresses both the module outcomes and the student generated outcomes.
Effective leadership is a crucial to the success of all organizations. The need for effective leadership across broad professional groups is widely acknowledged both nationally and internationally and in order to achieve quality goals of efficient interdisciplinary/interagency partnership working and promote effective innovations, full cognizance requires to be taken of the culture and team dynamics within these complex organizations such as healthcare.
It is envisaged that students undertaking this module will be encouraged to critically explore the current challenges facing health and social care professionals delivering integrated care within a dynamic and evolving health and social care context. In conjunction, the students will be encouraged to critically appraise their personal leadership role, the influence of team dynamics and the contribution that the various professional groups make towards the delivery of efficient and effective health and social care practice.
The need for robust leadership across professional groups delivering on a mental health agenda is widely acknowledged within the context of contemporary health and social care integration. The imperative for new ways of working, driven by effective interdisciplinary/interagency partnerships is emphasised in achieving quality goals for mental health prevention, promotion and care in a rapidly evolving health and social care landscape. This is based on a sound knowledge and understanding of the culture and team dynamics within and between these complex organisations.
This module will appeal to a range of professionals seeking to explore this aspect of their practice. It is anticipated the student will be encouraged to critically appraise their personal leadership role, the influence of team dynamics and the contributions diverse professional groups make toward the development and delivery of efficient and effective services. This will be supported by revisiting the research process and application of evidence appraisal skills, enabling students to develop an in-depth knowledge of the most effective range of leadership approaches in the development and delivery of services for mental health.
The Practice Teacher course will run over one module, spanning two trimesters, and is aimed at experienced practitioners. For nurses, the module is designed to prepare and develop practitioners beyond mentorship qualification to achieve the “knowledge, skills and competence required to meet the NMC defined outcomes for a practice teacher” (NMC 2008). For non-nurses, and those not requiring NMC Practice Teacher status, the module will equip them to support students at an advanced level of practice. Specifically the module is divided into units which will cover: the role and responsibilities of a practice teacher; the learning environment; the theories of learning and assessing learning needs; facilitating critical thinking and reflection; and assessment, learning & evaluation strategies within the practice environment.
The module will include both theoretical and practical learning with the practice component designed around learning, assessment and support. For nurses wising to attain NMC practice teacher status the module will also support the ‘sign-off’ of students aiming to be on the same part or sub-part of the NMC register as the student practice teacher. This sign-offs will happen after completion of the Practice Teacher module. Student Practice Teachers are required to achieve 3 supervised ‘sign-off’’ of students before they attain ‘sign off’ Practice Teacher status; 2 of these may be achieved through simulation.
Applications for all of our modules can be submitted directly to the University through our online application system at: https://apply.uws.ac.uk
Once you have registered with our online application system please use the Find A Programme section to find the module you want to apply for. The easiest way to find the module is to leave all the search fields as “Any” and in the Programme Name search box if you type part of the module name and hit search this should find the module. You can then use the apply button beside the module to continue with your application.
As part of your application please ensure you upload a copy of your qualifications, a personal statement outlining your reasons for applying an details of a reference in support of your application. Some of our modules have additional requirements that must be met in order to be considered; please see the individual module for more information.
Information on current tuition fees for our modules can be found in our Money, Fees and Funding section. Please note that modules at SCQF Level 9/10 are classed as undergraduate modules and modules at SCQF Level 11 are classed as postgraduate modules.
As a leading provider of professional education for the health sector, UWS has Service Level Agreements (SLAs) in place with Health Boards to provide nursing and health-related modules and programmes at the University of the West of Scotland.
We have agreements in place with the following health boards:
You should contact your line manager or Practice Education Facilitator (PEF) for more information on how to complete the Service Level Agreement.
For those employed by NHS Dumfries & Galloway you may be able to receive partial funding towards your studies. You should contact your line manager or PEF to obtain a Study Request Form.
For further information on any of our modules then please contact the individual module coordinators or the Education Guidance Adviser at: email@example.com.