NURS63570 15 Variable teaching patterns Postgraduate Taught Level 7 Simon Burrow Unit coordinator 1 FHEQ level (Framework for Higher Education Qualifications) ' Masters/Integrated Masters P4 ' European Credit Transfer & Accumulation System Rating : 7.5 <div><p>This online unit is aimed at a wide range of staff who are engaged in the support and care of people who are living with dementia and their supporters/carers. It is suitable for people working across a range of services and settings in health and social care and also in wider community initiatives. Many of our students work in nursing and other allied healthcare professions. There is specialist content specifically for those working in: optometry, audiology and speech and language therapy.</p><p>The unit will critically explore best practice, informed by a person-centred perspective. It will examine current research evidence, theory and first person experiences of people who are living with dementia.&nbsp; Students will use this understanding to critically reflect and plan where changes can be made to enhance the care, support and well-being of people who are living with dementia within the student’s particular area of practice/interest.&nbsp;</p><p>Online teaching utilises both asynchronous (study at your own pace) and synchronous (live) methods. Teaching has been developed by experts in the field including practitioners and people who are living with dementia. It employs a variety of creative approaches. There will be the option of face-face seminars on campus as an alternative to live online seminars depending on demand. Please see this link for more information about this unit: <a href="https://www.youtube.com/watch?v=iOjHNvzgIRk">https://www.youtube.com/watch?v=iOjHNvzgIRk</a>&nbsp;</p></div> <ul> <li>Prevalence and causes of dementia</li> <li>Recognising the signs and &ldquo;symptoms&rdquo; of dementia.</li> <li>How neurological impairment may be experienced by the person living with dementia.</li> <li>Key person centred models/framework including VIPS and the &ldquo;enriched model of dementia&rdquo;</li> <li>Reflecting on how attitudes, values and interactions/practices can contribute to well-being or ill-being from a person centred perspective.</li> <li>Recognising the needs of those supporting and or caring for people living with dementia</li> <li>Exploring how and why behaviour can be seen as communication and reflecting on responses to behaviours we may find challenging.</li> <li>In addition to the above, students will access content relevant to their own area of practice/interest.</li></ul> <div>The unit will critically explore best practice, informed by a person-centred perspective. It will examine current research evidence, theory and first person experiences of people who are living with dementia.&nbsp; Students will use this understanding to critically reflect and plan where changes can be made to enhance the care, support and well-being of people who are living with dementia within the student&rsquo;s particular area of practice/interest.&nbsp;</div> <ul> <li>Demonstrate a critical understanding of holistic, person centred explanations of dementia and factors that influence individual experience</li> <li>Critically apply a person centred understanding of factors that can positively or negatively impact on the well-being of people living with dementia</li> <li>Explore first-person accounts of living with dementia and critically reflect on the implications of these with regard to their own area of practice/interest</li></ul> <ul> <li>Critically evaluate and synthesise research, theory and policy specifically relevant to dementia in their own area of practice/interest</li> <li>Critically reflect on assessments, interventions and/or practices relevant to dementia in their own area of practice/interest</li> <li>Apply a critical understanding of evidence to explore person centred changes to their own area of practice/interest</li></ul> <ul> <li>Demonstrate skills in critical synthesis, reflection and identification &amp; interpretation of first person perspectives</li> <li>Demonstrate skills in leadership and partnership working via discussion, debate and shared learning</li> <li>Demonstrate skills in communication specific to people living with dementia</li></ul> <ul> <li> Communicate effectively and sensitively (verbal, non-verbal, written).</li> <li> Develop and utilise IT skills.</li> <li> Demonstrate research and enquiry skills by accessing and analysing literature in order to inform practice.</li> <li> Develop logical and systematic approaches to problem solving.</li> <li> Reflect on own academic and clinical performance and utilise strategies to improve these.</li></ul> <ul> <li>Teaching and learning will be via online asynchronous material and weekly (live) synchronous sessions</li> <li>There will be the option of face-to-face seminars on campus as an alternative to online seminars depending on demand</li> <li>Guest speakers with lived experience of dementia will contribute to teaching</li> <li>The online Blackboard learning environment will be utilised for learning, including discussion groups, access to resources and submission of formative and summative work.</li></ul> 2 Written assignment (inc essay) 100% <p>Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.</p><p>Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.&nbsp;</p> Audiology Short Courses Audiology Short Courses Non Fu PGDT Taught Component Optional MSc Investig Ophthal & Vis Sci MSc Investig Ophthal & Vis Sci PGDT Taught Component Mandatory MSc Adv Audiology Studies FT MSc Adv Audiology Studies FT PGDT Taught Component Optional MSc Adv Audiology Studies PT MSc Adv Audiology Studies PT PGDT Taught Component Optional PGT Stand Alone Units PGT Stand Alone (NonSLA) PGDT Taught Component Optional Speech & Language CPD Units Speech & Language CPD Units PGDT Taught Component Optional MSc Adv Leadership for PP MSc ALPP Nursing PGDT Taught Component Optional MSc Adv Leadership for PP MSc ALPP (Midwifery) PGDT Taught Component Optional MSc Adv Leadership for PP MSc ALPP (Social Work) PGDT Taught Component Optional MSc Adv Leadership for PP MSc ALPP SLT PGDT Taught Component Optional MSc Adv Leadership for PP MSc ALPP (Nursing) PGDT Taught Component Optional MSc Adv Leadership for PP MSc ALPP (Midwifery) PGDT Taught Component Optional MSc Adv Leadership for PP MSc ALPP (Social Work) PGDT Taught Component Optional MSc Adv Leadership for PP ALPP (SLT) PGDT Taught Component Optional MSc ACOP (FT) MSc ACOP (FT) PGDT Taught Component Optional MSc ACOP (PT) MSc ACOP (PT) PGDT Taught Component Optional Y <p><a href="http://www.readinglists.manchester.ac.uk/index.html">http://www.readinglists.manchester.ac.uk/index.html</a></p> Lectures 40 Tutorials 2 0 108