NURS31342
Advancing Care - The Social and Political Context of Health and Social Care
20
Semester 2
Undergraduate
Level 6
Karen Iley
Unit coordinator
Division of Nursing, Midwifery and Social Work
1
FHEQ level (Framework for Higher Education Qualifications) ' Last part of a Bachelors '
European Credit Transfer & Accumulation System Rating : 10.0
<p>This unit will give students the necessary social and political insight to understand contemporary issues relating to nursing and health and social care. As a bridging unit to level 7 study, this course unit will enable students to build upon their critical analysis skills to provide a robust critique of the social and political influences on their practice area and how this relates to health and social care policy and service design. Students will be encouraged to use this knowledge to examine the context of care, current and future changes in care delivery and the role of the nurse in contemporary healthcare. </p>
<div> <strong>Key themes</strong></div><ul> <li> Understanding contemporary nursing work (A1, A2, B2, B3, C4, D3)</li> <li> The social, socio-political and economic influences on nurses’ work (A1, A2, A3, B1, B2, B3, B4, C4, D3, D4)</li> <li> Ethical principles guiding nursing work and working creatively with difference through values-based practice (A3, A4, B3, B4, C4, D2, D3)</li> <li> Research mindedness (A4, B3, B4, C4, D3, D4)</li> <li> Applying knowledge, theory and policy to understand nurses’ work, theory, practice and evidence, reviewing policy (A1, A2, A4, B1, B2, B3, B4, C1, C2, D1, D2, D3)</li> <li> Multi-disciplinary work and an awareness of different roles and professional models and working creatively to resolve differences in perspective (A3, B1, B3, B4, C1, C2, C3, D1, D2, D4)</li> <li> Advanced nursing practice (A1, B1, B3, B4, C1, C2, D1, D2, D4)</li> <li> Critical reflection and the nursing process and working in partnership with the family, carer, MDT to negotiate supportive relationship in the provision of person-centred care (A1, A2, B3, B4, C4, D3, D4)</li> <li> Using a variety of forms of evidence to influence and lead people (A4, B2, B4, D3, D4)</li> <li> Advanced care planning, team presentation skills and persuasive communication (A3, B3, C2, C3, C4, D1, D2, D3, D4)</li></ul><div> </div>
<div> This unit aims to </div><ul> <li> Facilitate the transition from undergraduate to post graduate nursing studies by enabling students to develop a critical approach to understanding a range of contemporary issues affecting nurses work</li></ul><div> </div>
<ul> <li> Demonstrate a critical awareness of the social processes and socio-economic features of society, concepts of social exclusion, individual functioning and the differential demand/need for nursing and social care services</li> <li> Demonstrate a critical understanding of the service delivery context in which nursing/health and social care operates</li> <li> Provide an analysis of the ethics underpinning nursing work and apply ethical principles and values to guide professional practice</li> <li> Apply research evidence and show the development of research mindedness</li></ul><div> </div>
<ul> <li> Analyse situations encountered by nurses by systematically identifying and evaluating relevant information, policy and political direction within health and social care work</li> <li> Evaluate current developments in nursing, theory and knowledge that are relevant to nursing practice</li> <li> Use evidence in ways that extend knowledge and understanding and contribute to facilitating recovery and problem solving in a professional nursing context</li> <li> Demonstrate critical reflection to all aspects of the nursing process and their own role within that ie become a reflective practitioner</li></ul><div> </div>
<ul> <li> Apply social and policy-based knowledge to understand their practical skills to working with individuals, families, carers, groups and communities to assess their circumstances, needs, strengths and resources</li> <li> Communicate effectively by identifying, accessing, synthesising and evaluating information to inform initial and subsequent interventions accounting for new information as appropriate</li> <li> Apply organisational, presentational, written, digital and verbal communication skills</li></ul><div> </div>
<ul> <li> Communicate verbally demonstrating a high level of clarity, coherence and effectiveness</li> <li> Communicate in writing demonstrating a high level of clarity and coherence producing a convincing and well-reasoned argument</li> <li> Apply analysis, critical thinking and the ability to make conceptual links to assessment, problem solving, planning and action</li> <li> Work creatively and collaboratively with others through consulting, constructively challenging ideas and actions, debating and evaluating evidence and co-operatively planning and executing action</li></ul>
<p>The learning outcomes for this unit will enable the students to develop their thinking, critical analysis and evaluation skills from level 6 to level 7. The concept of constructive alignment is used to ensure that there is a match between the intended learning outcomes and the indicative content for the unit (see 4 above which outlines where the ILO are included in the indicative content). The assessment strategy will also incorporate the learning outcomes for the unit. The assessment will help students bridge the gap between level 6 and level 7. It will facilitate students in outlining the social, economic and policy background underpinning the delivery of care within their field of practice.<br> </p>
0
Other
100%
<p>Written assignment (2500 word essay) 100%</p>
<p>Students will 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 Speed grader. 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 Speed grader is utilised across all undergraduate 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. Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms as well as qualitative in house evaluations at the end of the unit. <br> </p>
BNurs (Non HEE)
BNurs (Hons) Adult
Third Year
Optional
BNurs (Non HEE)
BNurs (Hons) Children's
Third Year
Optional
BNurs (Non HEE)
BNurs (Hons) Mental Health
Third Year
Optional
N
<p><a href="https://www.library.manchester.ac.uk/search-resources/reading-lists/">https://www.library.manchester.ac.uk/search-resources/reading-lists/</a></p>
Lectures
2
Project supervision
3
Seminars
48
0
147