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FACULTY OF HEALTH AND SOCIAL CARE Department of Applied Health & Social Care BSc (Hons) Vulnerable Adult Student Intake: September 2012 Ormskirk Campus

Module Handbook HUG 3107 Approaches to Care with Older Adults

Module Leader Jacqui Hitchen hitchenj@edgehill.ac.uk 01695 657027 Programme Leader Mike Reynolds reynoldm@edgehill.ac.uk 01695 657070


CONTENTS

Introduction

Page 3

Learning Outcomes

Page 4

Assessment Strategy

Page 5

Assignment Guidance

Page 6

Assessment Submission

Page 7

Confidentiality Statement

Page 10

Learning Resources

Page 11

  

Appendix A Appendix B Timetable

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INTRODUCTION

Welcome to module HUG 3107 Approaches to Care with Older Adults. On successful completion of all the elements within the module, you will be awarded 20 credits at Level 6. Given a choice, the majority of frail older people would prefer to live in their own homes despite their disabilities, loneliness, problems of care and being ‘at risk’. This module then provides you with the opportunity to focus upon various service provisions within the eight National Service Standards e.g. (DH, 2001), thereby, affording you the opportunity to explore a different dimension of study. Throughout the module I will be your module leader and my contact details are listed on this handbook cover. If you wish to arrange a tutorial outside the timetabled support, please contact me to arrange an appointment. This will ensure that I am available to see you and will prevent a wasted journey for yourself. This module handbook should be read in conjunction with your Programme Handbook provided at the start of the course and available in your BlackBoard area, which details important information regarding confidentiality, academic rules, regulations and support. On behalf of all the staff within the Faculty of Health and Social Care, I would like to offer you a warm welcome, I hope that you enjoy this module and wish you every success.

Jacqui Hitchen Module Leader

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ONLINE SUPPORT FOR LEARNING

To support independent study you will have access to Blackboard 9.1 (Learning Edge). This online area contains links to relevant module materials available on the internet as well as links to electronic journals and books to provide flexible 24/7 access.

LEARNING OUTCOMES

On successful completion of the module you will be able to: 1. Present an analytical review of the service you provide in relation to access to care and user involvement in decision-making. 2. Critically evaluate the promotion of rehabilitation and independence for the older adult in relation to a service. 3. Critically review current health promotion activities within a service and formulate a developmental plan which promotes the independence of the older person. 4. Utilise relevant validated assessment tools and the expertise of specialist practitioners to ensure effective diagnosis, treatment and support.

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ASSESSMENT STRATEGY

Formative Assessment Within this module a range of formal and informal assessment procedures will be employed during the learning process to support you in achieving the learning outcomes and to improve your performance in the summative assessment. Summative Assessment The summative assessment for this module will consist of two (2) separate elements: . Part 1 15 minute seminar presentation. This must meet Learning Outcome nos 1 and 3. 100% of the mark. Part 2 A written assignment. 3000 notional words; This must meet Learning Outcome nos 2 and 4; 100% of the mark.

In order to be awarded the 20 credits, you must achieve a minimum mark of 40% in both parts of the assessment

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ASSIGNMENT GUIDANCE

Seminar: You are required to present a fifteen (15) minute seminar in which you critically analyse the service you provide identifying and suggesting how patients/clients within your care environment are actively encouraged and enable to participate in the decision-making process in regards to their care. Within this critical analysis, you will need to include information in regards to what health promotion strategies you use to ensure and encourage the promotion and independence. Within your presentation you will be required to demonstrate:    

A critical, analytical approach; An ability to problem solve; Utilisation of up to date literature/evidence from research to support points raised. An ability to answer questions from the audience

You will be expected to supply relevant hand-outs and recommended reading/reference list to your colleagues as part of the seminar presentation. The seminar will be marked out of 100% and meets learning outcomes 1 and 3. Essay: You are required to produce a written piece of work of approximately 3000 words in which you critically analyse and evaluate factors, which both help and hinder the promotion of rehabilitation and independence within your practice environment. Within the essay, you must also consider the utilisation of valid assessment tools and the role of the expert specialist practitioner in the maintenance of … The assignment must:      

Be critically analytical in style – do not adopt a descriptive, narrative approach. Follow a logical sequence. Be presented in a protective cover (but not a bulky hard backed file or individual plastic sleeves). Be computer generated. Demonstrate your ability to critical analyse and utilise research/literature to support the points/issues/arguments raised. Follow the Harvard referencing system. .

The assignment will be marked out of 100% and meets learning outcomes 2 and 4.

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ASSIGNMENT SUBMISSION

Online Submission Date: 14th January 2013 Before 12.00 noon Provisional Marks available by: 5th February 2013

Seminar Presentation Date: 7th January 2013 Provisional Marks available by: 28th January 2013

Your assignments should be generated electronically and submitted online. Instructions for online submission and the how to view results can be found in Appendix A of this handbook. Non-submission will result in a fail grade being recorded.

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General Submission Requirements 

Assignments must be electronically generated and you must keep an electronic copy of your assignment.

Appropriate referencing should take place throughout your assignment, utilising the Harvard Referencing System. Useful information and advice can be obtained via the University’s website at: General Guidance for Academic Skills, including referencing: http://www.edgehill.ac.uk/ls/support/academicskills/#intro Full Harvard Referencing Guide: http://www.eshare.edgehill.ac.uk/1133/1/HR_guide_RevisedDec2011.pdf

In-text authors and dates of publication, the work you include in your reference list and any appendices you attach are not included within the word count. Direct quotations from other sources are included within the word limit. Appendices are not marked and for information only.

Assignments are expected to adhere to guidance regarding the recommended wordage and failure to do so may influence the final grade awarded.

You are responsible for stating the word count when submitting your assignment.

The marking criteria being used in this assessment strategy are attached in Appendix B of this handbook.

Confidentiality and academic malpractice regulations apply to all assessments.

Please note if you are unable to submit your assignment due to sickness or other exceptional mitigating circumstances, it will be necessary for you to apply to the Head of Department for an extension or to submit an exceptional circumstances form along with appropriate evidence (e.g. a medical certificate/independent evidence).

The details of the external examiner responsible for the assessment of this module can be found within the Health Student Wiki at: https://go.edgehill.ac.uk/wiki/display/health/External+Examiners+-+Student+Info

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Specific Presentation Requirements 

You are required to provide a hardcopy of your presentation and notes on the day of your presentation.

Ensure you arrive at least 15 minutes before the start time.

Assignments must be electronically generated and you must keep an electronic copy of your presentation.

Please note if you are unable to attend your presentation due to sickness or other exceptional mitigating circumstances, it will be necessary for you to submit an exceptional circumstances form along with appropriate evidence (e.g. a medical certificate/independent evidence).

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CONFIDENTIALITY STATEMENT

There should be no reference within your assessed work to any name or identifying information relating to patients/clients or any staff member of any organisation. Inclusion of such information will result in a failed submission. Where it is relevant to state name of any organisation then the information should be supported by reference to published documents that are available to the general public and form approved official documentation relating the operation and provision of that organisation. It would be considered relevant to include the name of an organisation when:   

Discussing/debating/analysing published data relating to the performance of that organisation. Discussing/debating/analysing published and approved policy and strategy of that organisation. Discussing/debating/analysing published research/evaluations/audit/opinion, which relates to and names that organisation.

For further details relating to both assessment processes and regulations, please refer to your Programme Handbook.

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LEARNING RESOURCES

Please use the library catalogue to access all your print and e-resources. Brown, K.L., Pietsch, J.H. and Blanchette, P.L. (2000) Cultural Issues in End of Life Decision Making. Sage Publications Ltd. Department of Health (2006b) Dignity in Care Campaign. London DoH up to 1 April 2004 and Further Development during 204/2005. London: DoH. Department of Health (2005) Single Assessment Process for Older People: Audit of Progress Department of Health DoH.

(2001) National Service Framework for Older People. London:

Department of Health (2004) Protection of Vulnerable Adults (POVA) Scheme in England and Wales for Care Homes and Domiciliary Care Agencies: A Practice Guide, London: DoH. Keller, C. and Fleury, I. (1999) Health Promotion for the Elderly. Sage Publications Ltd. Means, R., Morbeey, H. and Smith, R. (2002) From Community Care to Market Care? The Development of Welfare Services for Older People. The Policy Press. Netting, E.F. (1999) Enhancing Primary Care of Elderly People (Garland Reference Library of Social Science) Garland Science. Rai, G.S. and Mulley, G.P. (2007) Elderly Medicine: A Training Guide.2nd ed. Victor, C. R. (2005) The Social Context of Ageing: a textbook of gerontology. Abingdon: Routledge. Journals  British Journal of Nursing  Critical Social Policy  Health Expectations  Health and Social Care in the Community  Journal Of Advanced Nursing  Journal Of Social Policy  Primary Health Care Websites Age UK : www.ageuk.org.uk Association of services for the Elderly www.carestandards.gov.uk Care standards Commission www.rcplondon.ac.uk Department of Health www.dh.gov.uk Skills for Health Older People’s National Workforce Competence Framework Guide www.skillsforhealth.org.uk

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Learning Services has a range of journals, databases and e-books to enable you to search for high quality, evidence based information. A full list of the resources, supporting information and Frequently Asked Questions can be found on the health and social care subject Pages: http://www.edgehill.ac.uk/ls/resources/health/

A discovery service is a single search tool that provides fast and simple access to print and electronic material. Use EDS to search for print books, eBooks, journals, full-text articles and much more. They search the library catalogue and the majority – although not all – of Edge Hill’s electronic resources. Use the EDS link in the library catalogue. Key Online databases and journal collections All resources are available through the health and social care subject pages or the library catalogue. Learning Services has 17,000 journals available on-line. Cinahl Cochrane Library –full text Proquest Nursing – full text Internurse – full text Wiley Online Library – full text PsycInfo Social Care Online Anatomy TV For multi-disciplinary and more specialist resources, there is more information on the health and social care subject pages. http://www.edgehill.ac.uk/ls/resources/health/ E-books Edge Hill has a collection of over 79,000 e-books which can be accessed 24/7. Links are in the library catalogue or subject web pages MyiLibrary Ebrary Ebsco e-books Ovid e-books (Made Incredibly Easy! Series)

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APPENDIX A

Instructions for Online Submission

TURNITIN Ensure front cover sheet is attached and completed prior to submission. Follow the following steps to submit your assignment through Turnitin.

1. Access http://www.edgehill.ac.uk/ 2. Login using your username and password 3. Access Learning Edgehill 4. Access the Module Area 5. Access Module Assessment Area 6. Click on Turnitin Drop Box 7. Complete form add Module Code 8. Click on Browse button to locate your assignment that is saved 9. Double click the file name to start load process 10. Select the upload button 11. Confirm content 12. Click submit You will receive an e-mail to your university account to confirm your assignment is submitted. Save a copy. Non-submission will result in a fail grade being recorded. Access and view feedback through Turnitin You will receive an e-mail to your university account informing you that your grade and feedback is available for view. Follow the following steps to view your grade and feedback: 1. 2. 3. 4. 5. 6. 7. 8. 9.

Access http://www.edgehill.ac.uk/ Login using your username and password Access Learning Edgehill Access the Module Area Access Module Assessment Area Access Turnitin Click on your Assignment title View Grade and Feedback Click reply to comment on feedback

Save a copy of the assignment and store on the F Drive Contact the Module Lead to report problems encountered with submitting the assignment through Turnitin and viewing your feedback. 13


APPENDIX B Assignment Marking Criteria: Academic Level 6 Weighting Descriptor

Grade 90-100%

st

(1 Class)

80-89%

st

(1 Class)

70-79%

st

(1 Class)

Relevant knowledge and understanding

75% Application of theory to practice

Level of investigation and use of supporting evidence

Excellent evidence of the ability to critically analyse and evaluate concepts and theories. Excellent synthesis of elements to support a substantial conclusion.

Discussion is fully supported by reference to an extensive range of contrasting source material. Accurate use of the current Harvard referencing system.

Outstanding organisation of material, discussion is articulate and fluent. Excellent concise use of language, grammatically sound, presented in accordance with assignment guidelines.

Excellent evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Critical use of an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Excellent organisation of material, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.

Strong evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Engages with an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Work is clearly and logically structured, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.

(If relevant) Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity. Contributes own ideas to current knowledge base.

Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity.

Demonstrates comprehensive knowledge and understanding. Evaluates a range of wider issues and perspectives. Strong evidence of independent thought and creativity.

Outstanding evidence of application of theory to practice. Is able to critically evaluate all aspects of theory and practice. Demonstrates an outstanding ability to use reflective skills in a critical and analytical manner where appropriate. Excellent evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate. Strong evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate.

25% Structure presentation and grammar

Level of analysis

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Assignment Marking Criteria: Academic Level 6 continued ‌ Weighting Descriptor

Grade 60-69%

Relevant knowledge and understanding

(ii.ii)

40-49%

rd

(3 Class)

30-39%

(U)

20-29%

(Fail)

25% Structure presentation and grammar

Level of analysis

Level of investigation and use of supporting evidence

Demonstrates the ability to critically analyse and evaluate concepts and theories in some depth, drawing together ideas and perspectives in order to reach a balanced and supportable judgement. Demonstrates the ability to critically analyse and evaluate concepts and theories, drawing together ideas and perspectives.

Good use of a range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Work is clearly and logically structured, discussion is articulate and fluent. Very well written, grammatically sound, presented in accordance with assignment guidelines.

Good use of relevant further reading/research findings to illustrate and extend the discussion. Accurate use of the current Harvard referencing system.

Work is well structured and aids clarity and coherence of the discussion or argument. Well written with few grammatical errors and presented in accordance with assignment guidelines. Work is clearly structured and supports developing discussion or argument. Clearly written and presented in accordance with assignment guidelines. Few grammatical errors. Work tends not to flow and is disjointed in places. Spelling/ grammatical errors are present. Work requires careful proof reading. Work is disjointed/ disorganised with many spelling/ grammatical errors, which impede the flow of the work. Work requires careful proof reading.

(If relevant) Thorough knowledge and understanding of key and a range of wider issues and perspectives. Good evidence of independent thought and creativity.

Good evidence of application of theory to practice. Demonstrates a well developed ability to use reflective skills in a critical manner where appropriate.

Sound knowledge and understanding of key and some wider issues. Clear evidence of independent thought and creativity.

Clear evidence of application of theory to practice. Demonstrates an ability to use reflective skills where appropriate.

Meets the assessment outcomes at threshold level. Adequate knowledge and understanding of key issues. Limited evidence of independent thought and creativity.

Limited attempts to apply theory to practice. Developing the ability to use reflective skills where appropriate.

Demonstrates a developing ability to critically analyse and evaluate concepts and theories.

Adequate use of further relevant reading/research findings in support of the discussion. Largely accurate use of the current Harvard referencing system.

Assessment outcomes are not met. Limited knowledge and understanding of the key issues. Very little evidence of independent thought and creativity.

Theory is applied to practice in a superficial manner. Difficulty in selecting appropriate theory.

Work has a tendency to be descriptive in places. Discussion is not developed. Little evidence of critical thought.

Reading is limited from a narrow range of sources. Valid points are made without the supporting literature/theory.

Assessment outcomes are not met. Key issues are not addressed. There is evidence of misunderstanding/ errors. No evidence of independent thought and creativity.

Only occasional application of theory to practice.

Many areas of description. No evidence of critical analysis or critical thought.

Narrow reading, key texts not accessed. Work is generally unsupported Inaccurate/ incomplete use of referenced material. A substantial number of referencing errors/ omissions.

(ii.i)

50-59%

75% Application of theory to practice

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Assignment Marking Criteria: Academic Level 6 continued ‌ Weighting Descriptors

Grade 10-19%

(Fail)

1-9%

(Fail)

0%

Relevant knowledge and understanding

75% Application of theory to practice

Level of analysis

Level of investigation and use of supporting evidence

If relevant) Assessment outcomes are not met. There is evidence of significant misunderstanding.

No application of theory to practice.

No evidence of critical analysis. Work is descriptive throughout. No evidence of critical thought.

Very little reading evident. Work is unsupported. Many referencing errors/omissions throughout the work.

Assessment outcomes are not met. No knowledge of understanding of key issues.

No application of theory to practice.

Work is a descriptive narrative.

No evidence of reading to inform approach.

25% Structure presentation and grammar

High levels of disorganisation. No logical progression to lines of discussion. Numerous spelling/ grammatical errors, which seriously impede the flow of the work. Work is very disorganised, difficult to read and understand. No attempt at discussion. Language used is inappropriate.

Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to generate assignment electronically.

NB: All work submitted is expected to adhere to guidance regarding the recommended wordage. Failure to do so is likely to influence the final grade awarded.

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Presentation Marking Criteria: Academic Level 6 Weighting Descriptor

Grade 90-100%

st

(1 Class)

80-89%

st

(1 Class)

70-79%

st

(1 Class)

60-69%

(ii.i)

Relevant knowledge and understanding

65% Application of theory to practice

Level of analysis

(If relevant) Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity. Contributes own ideas to current knowledge base.

Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity.

Demonstrates comprehensive knowledge and understanding. Evaluates a range of wider issues and perspectives. Strong evidence of independent thought and creativity.

Thorough knowledge and understanding of key and a range of wider issues and perspectives. Good evidence of independent thought and creativity.

Outstanding evidence of application of theory to practice. Is able to critically evaluate all aspects of theory and practice. Demonstrates an outstanding ability to use reflective skills in a critical and analytical manner where appropriate. Excellent evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate. Strong evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate. Good evidence of application of theory to practice. Demonstrates a well developed ability to use reflective skills in a critical manner where appropriate.

35% Level of Structure and investigation organisation and use of of supporting presentation evidence

Excellent evidence of the ability to critically analyse and evaluate concepts and theories. Excellent synthesis of elements to support a substantial conclusion.

Discussion is fully supported by reference to an extensive range of contrasting source material. Accurate use of the current Harvard referencing system.

Well structured and high standard of presentation. Effective use of materials and group dynamics. Excellent communication skills. Excellent time management.

Excellent evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Critical use of an extensive range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system. Engages with an extensive range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system. Good use of a range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Well structured and high standard of presentation. Effective use of materials. Excellent communication skills. Excellent group dynamics. Very good time management.

Strong evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Demonstrates the ability to critically analyse and evaluate concepts and theories in some depth, drawing together ideas and perspectives in order to reach a balanced and supportable judgement.

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Well-structured and high standard of presentation. Effective use of materials. Manages time well. Very good communication skills.

Clear structure and organisation of presentation observed. Demonstrates an ability to use materials and manage time. Good communication skills.


Presentation Marking Criteria: Academic Level 6 continued ‌ Weighting Descriptors

Grade 50-59%

(ii.ii)

40-49%

rd

(3 Class)

30-39%

(U)

20-29%

(Fail)

10-19%

(Fail)

Relevant knowledge and understanding

65% Application of theory to practice

Level of analysis

If relevant) Sound knowledge and understanding of key and some wider issues. Clear evidence of independent thought and creativity.

Clear evidence of application of theory to practice. Demonstrates an ability to use reflective skills where appropriate.

Demonstrates the ability to critically analyse and evaluate concepts and theories, drawing together ideas and perspectives.

Meets the assessment outcomes at threshold level. Adequate knowledge and understanding of key issues. Limited evidence of independent thought and creativity.

Limited attempts to apply theory to practice. Developing the ability to use reflective skills where appropriate.

Demonstrates a developing ability to critically analyse and evaluate concepts and theories.

Assessment outcomes are not met. Limited knowledge and understanding of the key issues. Very little evidence of independent thought and creativity.

Theory is applied to practice in a superficial manner. Difficulty in selecting appropriate theory.

Work has a tendency to be descriptive in places. Discussion is not developed. Little evidence of critical thought.

Assessment outcomes are not met. Key issues are not addressed. There is evidence of misunderstanding/ errors. No evidence of independent thought and creativity.

Only occasional application of theory to practice.

Many areas of description. No evidence of critical analysis or critical thought.

Assessment outcomes are not met. There is evidence of significant misunderstanding.

No application of theory to practice.

No evidence of critical analysis. Work is descriptive throughout. No evidence of critical thought.

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35% Level of Structure and investigation organisation and use of of supporting presentation evidence Good use of relevant further reading/ research findings to illustrate and extend the discussion. Accurate use of the current Harvard referencing system. Adequate use of further relevant reading/ research findings in support of the discussion. Largely accurate use of the current Harvard referencing system. Reading is limited from a narrow range of sources. Valid points are made without the supporting literature/theory.

Narrow reading, key texts not accessed. Work is generally unsupported. Inaccurate/ incomplete use of referenced material. A substantial number of referencing errors/omissions. Very little reading evident. Work is unsupported. Many referencing errors/ omissions throughout the work.

Presentation demonstrates overall structure and organisation. Demonstrates an ability to use materials. Developing ability to manage time. Good communication skills. Presentation demonstrates overall structure and organisation. Developing ability to use materials. Awareness of time management. Satisfactory communication skills. Presentation demonstrates overall structure and organisation. Limited use of materials. Awareness of time management. Limited communication and management of group dynamics. Lack of structure and organisation. Limited use of materials. Limited communication skills. No management of group dynamics or awareness of time.

Lack of structure and organisation. Limited use of materials. Limited communication skills. No management of group dynamics or awareness of time.


Presentation Marking Criteria: Academic Level 6 continued ‌ Weighting Descriptors

Grade 1-9%

(Fail)

0%

Relevant knowledge and understanding

65% Application of theory to practice

Level of analysis

(If relevant) Assessment outcomes are not met. No knowledge of understanding of key issues.

No application of theory to practice.

Work is a descriptive narrative.

35% Level of investigation and use of supporting evidence No evidence of reading to inform approach.

Structure and organisation of presentation No structure or organisation. No use of materials. Incoherent communication. No management of group dynamics or awareness of time.

Failure to present without prior permission granted. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation.

NB: All work submitted is expected to adhere to guidance regarding the recommended wordage. Failure to do so is likely to influence the final grade awarded.

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TIMETABLE Time

Day and Date Monday 1st October 2012

Session

Facilitator

Venue

Introduction to the module

Jacqui Hitchen

B106

09.00-12.00

Monday 8th October

Review: The Ageing Process

Ellean Hiley

B106

09.00-12.00

Monday 15th October

Why do we need an NSF?

Jacqui Hitchen

B106

09.00-12.00

Monday 22nd October

Assignment Guide lines What is a seminar?

Jacqui Hitchen

B106

09.00-12.00

Monday 29th October

Reading Week

09.00-12.00

Monday 5th November

Pharmacology and the Older Adult

Dave Burns

B106

09.00-12.00

Monday 12th November

Review: Structure and Function of the Brain; Stroke and Stroke Rehabilitation

Margaret Woods

B106

09.00-12.00

Monday 19th November

Dementia and Confusion

Terry Kean

B106

09.00-12.00

Monday 26th November

Diet and the Older Adult

Anne Coufopoulos B106

09.00-12.00

Monday 3rd December

Diabetes and the Older Adult

Sinead Dawes

B106

09.00-10.00

Monday 10th December

Tutorials/Private Study

Jacqui Hitchen

B106

Introduction to Social Policy

Sue English

09.00-12.00

Monday 17th December

Elder Abuse Evaluation

Jacqui Hitchen

B106

09.00-12.00

Monday Seminar presentations th 7 January 2013

Jacqui Hitchen

B106

09.00-12.00

Monday 14th January

09.00-12.00

10.00-12.00

B106

Assignment submission

KEY: Red = JH on annual leave Blue = confirmed 20

B106

HUG 3107  

Handbook HUG 3107

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