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Working in Inclusive Partnerships - HEA00160I

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  • Department: Health Sciences
  • Module co-ordinator: Mrs. Laura Scott Weatherby
  • Credit value: 10 credits
  • Credit level: I
  • Academic year of delivery: 2021-22
    • See module specification for other years: 2020-21

Module will run

Occurrence Teaching cycle
A Autumn Term 2021-22
C Summer Term 2021-22

Module aims

To enable students to examine the concept of working in inclusive partnerships with families, carers and communities. Exploring the physical, psychological and social needs  that may impact on the care experience.

 

Module learning outcomes

By the end of the module, students will be able to:

  1. Explain the importance of families and carers as equal partners in the care experience.

  2. Discuss the role of beliefs, values and attitudes in promoting inclusive approaches  to health and social care experiences.

  3. Analyse the impact of stigma and labelling on personal relationships between families, carers and communities which may affect the health care experience.

  4. Appraise the knowledge and skills required to protect the rights of individuals with diverse needs and disabilities including legal and moral issues.

  5. Explore ways in which reasonable adjustments can be made in order to include  individuals and families in a broad range of health and social care experiences. 

  6. Identify and evaluate the resources available for families and carers in supporting their health care experiences. 

Module content

Capacity, shared care, beliefs, values, attitudes, adjustments, disability, labelling, stigma, human rights, individual rights, diversity, family and carer models

 

Assessment

Task Length % of module mark
Essay/coursework
2000 word essay
N/A 100

Special assessment rules

Non-compensatable

Reassessment

Task Length % of module mark
Essay/coursework
2000 word essay
N/A 100

Module feedback

Written feedback for the summative assessment is provided on the standard proforma, within the timescale specified in the programme handbook.

 

Indicative reading

Baillie L (2016) Working in partnership with patients and carers. Nursing Standard. 31, 15, 42-45

Read A (2011) Nursing in partnership with patients and carers  Sage London

Hanson M Lynch E (2013) Understanding Families: A supportive approach to diversity, disability and risk. Brooks London

Holdsworth C Morgan D (2005) Transitions in Context: Leaving Home, Independence and Adulthood OU Press Maidenhead

Maher L Baxter H (2013) Working in partnership with service users  British Journal of Healthcare Management Vol 15 No 4

McKie L (2005) Families, Violence and Social Change  OU Press Maidenhead

McKie L Callan s (2012) Understanding Families: A Global Perspective  Sage London

Seale B (2016) Patients as partners: Building collaborative relationships among professionals, patients, carers and communities. The Kings Fund London

Swain J French S Barnes C Thomas C (2014) Disabling Barriers- Enabling Environments 3rd Edition  Sage London

Warwick-Booth, L (2019) Social Inequality (2nd edn). SAGE London
 

Weblinks:

Carers Action Plan 2018-20, Supporting Carers Today https://www.gov.uk/government/publications/carers-action-plan-2018-to-2020

Health Equity in England: The Marmot Review 10 years on https://www.health.org.uk/news-and-comment/news/health-equity-in-england-the-marmot-review-10-years-on

National Carers Strategy : 'Carers at the heart of 21st century families and communities' https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/136492/carers_at_the_heart_of_21_century_families.pdf

NHS England https://www.england.nhs.uk/ourwork/

NHS Improvement https://improvement.nhs.uk/home/  

Triangle of Care: https://www.nhsconfed.org/~/media/Confederation/Files/public%20access/CareTriangle.pdf



 



The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.