Page 1

FACULTY OF HEALTH AND SOCIAL CARE Department of Nursing MSc Nursing (pre-registration) September 13 Ormskirk Campus

Module Handbook PUP 4098 Promoting Health and Best Practice Module Leader Julie Devereux devereuj@edgehill.ac.uk 01695 650762

Module Leader Jill Fillingham fillingj@edgehill.ac.uk 01695 657098

Module Leader Richard Kitt kittr@edgehill.ac.uk 01695 657015

Module Leader Julie Owen owenj@edgehill.ac.uk 01695 657038

Module Leader Laura Taylor taylorl@edgehill.ac.uk 01695 584571

Module Leader Juliet Thomas thomasja@edgehill.ac.uk 01695 657033

Module Leader Barry Williams williamb@edgehill.ac.uk 01695 657071


CONTENTS

Introduction

Page 3

Learning Outcomes

Page 4

Assessment Strategy

Page 5

Assessment Guidance

Page 6

Assessment Submission

Page 7

Turnitin: Interpreting originality reports

Page 9

Confidentiality

Page 10

Learning Resources

Page 11

- Appendix A: Online submission instructions - Appendix B: Marking criteria -

Timetable

Displayed separately on Learning Edge

2


INTRODUCTION

Welcome to module PUP 4098 Promoting Health and Best Practice. On successful completion of all the elements within the module, you will be awarded 30 academic credits at Level 7. This module is designed to introduce you to the many demands that promote health and best practice for service user, their carer’s, families, the government and health care systems. It will focus on health and illness across the lifespan, assessment and promoting health. The module will consider current research, key legal and health policy and its impact on service delivery. The module particularly focuses on the proactive role of the professional nurse on the provision of health promotion and prevention strategies, which involve behavioural interventions. The challenges of caring for this group of service users cannot be understated; it presents governments, individuals and healthcare organisations with many demands. It requires a collaborative and coordinated response to the physical, social and psychological aspects of an individual’s care. Throughout the module we will be your module leaders. Our contact details are listed on this handbook cover. If you wish to arrange a tutorial outside the timetabled support, please contact us to arrange an appointment. This will ensure that we are available to see you and will prevent a wasted journey for yourself. This module handbook should be read in conjunction with your Programme Handbook available in your Learning Edge area (Black Board), which details important information regarding confidentiality, academic rules, regulations and support. On behalf of the programme team, we hope that you enjoy this module and wish you every success.

Julie Devereux Jill Fillingham Richard Kitt Julie Owen Laura Taylor Juliet Thomas Barry Williams Module Leaders

3


ONLINE SUPPORT FOR LEARNING To support independent study you will have access to Learning Edge (Blackboard). 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. You have also been provided with access to an online Practice Learning Support Tool via the Programme Area in Blackboard. Pease ensure you access this e-learning resource prior to your first placement in order to consolidate your learning and as part of your preparation for practice.

LEARNING OUTCOMES On successful completion of the module you will be able to:

1. Critically analyse the pathophysiological management of specific body systems and disease process.

2. Critically analyse the multi-factoral causes of, and influences on, health and social care inequalities specific to your client group, synthesising common related conditions.

3. Relating to your field of practice construct a critical evaluation of the current sociopolitical and cultural context of public health and social policy.

4. Critically appraise and provide a comprehensive analysis of the policies, principles and process of assessment when working with people from your client group and/or families/carers to assess their development, health and psychosocial care needs.

4


ASSESSMENT STRATEGY

Formative Assessment Identify two problems from the pathophysiology covered within online work, setting goals to address those problems. Consider the patho-physiology relating to those problems. Plan the nursing care required. Identify how care would be evaluated.

Summative Assessment Part One: Online pathophysiology examination. 1 hour duration This must meet Learning Outcome no.1 This assessment task represents 20% of the mark for this module.

Part Two: Written Assignment Utilising a scenario based case study, demonstrate a comprehensive understanding of the psychosocial processes, which underpin enduring health and social care difficulties. 4,000 notional words This must meet Learning Outcome nos. 2, 3 and 4 This assessment task represents 80% of the mark for this module.

In order to pass the module, both parts of the assessment strategy must be passed (above 40%).

5


ASSESSMENT GUIDANCE

Part One: On-line Multi-Choice Examination: This is a timed examination. You will be allowed 60 minutes to complete the examination from the time you access the examination site. You will be allowed one attempt only. Please note that you cannot log on and off the examination site, once you have accessed the examination you must complete it in one sitting. A mock examination will be available from Friday 18th October 2013 and can be accessed numerous times to allow you to familiarise yourself with the login process and examination page layout.

Part Two: Written assignment For the written assignment the case study will incorporate appropriate use of assessment tools, goal setting, care and treatment planning while drawing on the contemporary sociopolitical context of health promotion.

6


ASSESSMENT SUBMISSION

Part One

Online Examination Date: Friday 8th November 2013 Provisional results will be available on: Monday 11th November 2013

Part Two

Online submission date: Written Assignment Friday 15th November 2013 Provisional results will be available on:

13th December 2013

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

7


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 are 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

8


TURNITIN: INTERPRETING ORIGINALITY REPORTS The Originality Report is a report that highlights text in students’ work that has been submitted through Turnitin and then displays matches with the database that have the same or very similar wording. This consists of all quotes and paraphrases that students have included in their work, as well as phrases, which are favourably similar to other sources. Turnitin compares students’ work with text from: • • •

Published books, documents, journals, and articles; Websites, databases, and information repositories; Work submitted to Turnitin.


The report also includes a Similarity Score, which is a percentage, indicating how much of your essay matched other sources in the Turnitin Databases. If you receive a Similarity Score of 30% this means that Turnitin has identified 30% of your work as being similar to existing work stored in the database. There is NO similarity score that the student should aim for as a target. The Originality Report is usually ready in 5-10 minutes post-submission but can take longer when the demand is high.

HOW TO USE THE ORIGINALITY REPORT EFFECTIVELY Armed with your similarity score and the list of colour-coded web-based links that matches each source highlighted in your text, you can begin direct comparison for in-depth analysis of the use of sources in your work. Features of this analysis should include: 1. 2. 3. 4.

The amount of textual borrowing; The reliance on sources; The accuracy of citations; The effectiveness of paraphrasing.

The main aim of the report is to help guide the student to rewrite their work to the point that they feel confident about the content, as well as improve academic skills to avoid poor academic practice by recognising the various forms of plagiarism.

9


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 the name of any organisation, the information should be supported by reference to published documents that are available to the general public and form approved official documentation relating to 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.

Where the assignment requires reflection or analysis of specific practice/patient/client/service user scenarios, confidentiality must be maintained by the use of pseudonyms. Whilst retaining the essence of the scenario, where necessary some information may be altered to enhance anonymity, e.g., changing the number of siblings/children/place or type of work/accommodation or housing.

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

10


LEARNING RESOURCES Please use the library catalogue to access all your print and e-resources.

Baillie, L. (2009) Developing Practical Nursing Skills (3rd edition). London: Hodder Arnold. Barker, P. (2010) Mental Health Ethics: The Human Context. Routledge. Bogg, D. (2010) Mental Health and Personalisation: Themes and Issues on RecoveryBased Mental Health Care and Support. Pavilion Publishing. Boulder, C.O. (2007) Self-Management of Long-Term Health Conditions. A Handbook for People with Chronic Disease. Bull Publications. Clarke, V. and Walsh, A. (eds.) (2009) Fundamentals of Mental Health Nursing. Oxford: Oxford University Press. Cohen B J. (2013) Memmler’s The Human Body in Health and Disease (12th edition). Baltimore: Lippincott, Williams and Wilkins. Dougherty L and Lister S (Eds) (2011) The Royal Marsden Hospital Manual of Clinical Nursing procedures. 8th ed. Oxford: Blackwell Publishing Ltd. Dunhill. A., Elliot, B. and Shaw, A. (2009) Effective Communication and Engagement with Children and Young People, their Families and Carers (Creating Integrated Services Series). Exeter: Learning Matters Ltd. Endacott, R., Jevon, P. and Cooper, S. (2009) Clinical Nursing Skills: Core and Advanced. Oxford: Oxford University Press. Gates, B. and Barr O. (eds) (2009) Oxford Handbook of Learning and Intellectual Disability Nursing. Oxford: Oxford University Press. Naidoo, J. and Wills, J. (2010) Developing Practice for Public Health and Health Promotion. London: Balliere Tindall. Scott W. (2012) Pathophysiology Made Incredibly Easy London: Lippincott-Williams and Wilkins Snodden, J. (2010) Case Management of Long Term Conditions. Principles and Practice for Nurses. Chichester: Wiley Blackwell. Tones, J. and Green, K. (2010) Health Promotion. Planning and Strategies. London: Thousand Oaks. Walsh, M. (ed) (2007) Watson’s Clinical Nursing and Related Sciences. (7th ed). London: Balliere Tindall. Weinstein, J. (eds) (2010) Mental Health, Service User Involvement and Recovery. London: Jessica Kinsley Publishers. 11


Websites www.bnf.org.uk British National Formulary www.rethink.org Mental Illness/Rethink www.mhhe.heacademy.ac.uk Mental Health Academy www.dh.gov.uk Department of Health www.questarwebsites.co.uk/hmp_promo/ NHS Northwest Health Promotion Learning Services has a range of journals, databases and eBooks 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 online. 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) Royal Marsden Manual online

12


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 Z Drive Contact the Module Lead to report problems encountered with submitting the assignment through Turnitin and viewing your feedback. Please note that guides to submit work through Turnitin are available at: http://www.eshare.edgehill.ac.uk/883/ 13


APPENDIX B Assignment Marking Criteria: Academic Level 7 Weighting Descriptor

Grade 90-100%

(Distinction)

80-89%

(Distinction)

70-79%

(Distinction)

Relevant knowledge and understanding

75% Application of theory to practice

Level of analysis

(If relevant) Demonstrates excellent depth, breadth and a comprehensive knowledge and understanding of theoretical and conceptual material. Explicit evidence of independent, critical and original thinking which adds to the body of existing knowledge, Proposes new hypotheses/ theories/generates knew knowledge.

Strong evidence of a critical application and evaluation of the theoretical concepts to practice. Demonstrates sophistication in the ability to draw on critically reflective skills where appropriate with explicit evidence of perspective transformation. Demonstrates reasoned judgement in the consideration and critical appraisal of alternative interpretations, acknowledging the complexities in practice.

Demonstrates excellent depth, breadth and a comprehensive knowledge and understanding of theoretical and conceptual material. Evaluates and appraises a full range of key and wider issues demonstrating evidence of independent critical and original thought, adding to the body of existing knowledge.

Strong evidence of a critical application and evaluation of the theoretical concepts to practice. Demonstrates increasing sophistication in the ability to draw on critically reflective skills where appropriate, with explicit evidence of perspective transformation. Depth of analysis and clarity of judgement in the consideration of alternative interpretations, acknowledging the complexities in practice.

Demonstrates a deep and comprehensive knowledge and understanding of theoretical and conceptual material Critically analyses and evaluates an extensive range of wider issues and perspectives, drawing on an extensive consideration of relevant literature.

Strong evidence of a critical application and evaluation of the theoretical concepts to practice. Demonstrates increasing sophistication in the ability to draw on critically reflective skills where appropriate, with explicit evidence of perspective transformation.

14

Strong evidence of a sophisticated ability to critically analyse concepts and theories in depth. Manifested by: careful criticism of arguments, statements and research evidence, managing uncertainty and ambiguity with analysis of alternatives. Management of complex issues in a systematic and creative way, synthesising information, making reasoned judgements and taking responsibility for conclusions. Strong evidence of a sophisticated ability to critically analyse concepts and theories in depth. Manifested by: critical evaluation of research and advanced scholarship in the discipline/field, managing uncertainty and ambiguity with analysis of alternatives. Management of complex issues in a systematic and creative way, synthesising information, making reasoned judgements and taking responsibility for conclusions. Strong evidence of a well developed ability to critically review and analyse concepts and theories in depth. Manifested by: critical evaluation of research and advanced scholarship in the discipline/field with transfer to the wider arena and evidence of a strong ability to synthesise

25% Level of Structure investigation presentation and use of and supporting grammar evidence Demonstrates a thorough engagement with an exhaustive range of literature from diverse sources, presenting a highly critical appraisal of the original material. Demonstrates outstanding levels of autonomy in planning and implementing tasks at a professional or equivalent level. Sophisticated use of current Harvard referencing with meticulous attention to detail.

Outstanding organisation of material, discussion is articulate and fluent. Systematic and logical development of arguments. Succinct, focussed debate, grammatically sound, and impeccable syntax. Presented in accordance with assignment guidelines.

Demonstrates a thorough engagement with an extensive range of literature from diverse sources, presenting a highly critical appraisal of the original material. Demonstrates high levels of autonomy in planning and implementing tasks at a professional or equivalent level. Sophisticated use of current Harvard referencing with meticulous attention to detail.

Excellent organisation of material, discussion is articulate and fluent. Systematic and logical development of arguments. Succinct, focussed debate, grammatically sound, and impeccable syntax. Presented in accordance with assignment guidelines.

Demonstrates a thorough engagement with a wide range of literature from diverse sources, presenting a highly critical appraisal of the original material. Demonstrates high levels of autonomy in planning and implementing tasks at a professional or equivalent level.

Excellent organisation of material, discussion is articulate and fluent. Systematic and logical development of arguments. Succinct, focussed debate, grammatically sound, and correct syntax.


Assignment Marking Criteria: Academic Level 7 continued ‌ Weighting Descriptor

Relevant knowledge and understanding

Grade

60-69%

(Merit)

50-59%

(Pass)

75% Application of theory to practice

Level of analysis

(If relevant) Explicit evidence of independent thought and creativity.

Comprehensive consideration of alternative interpretations of the complexities of practice.

Demonstrates a comprehensive knowledge and understanding of theoretical and conceptual material Critically analyses and evaluates a range of wider issues and perspectives, drawing on an extensive consideration of relevant literature. Explicit evidence of independent thought and creativity.

Strong evidence of a critical application of the theoretical concepts to practice. Demonstrates a well developed ability to draw on critically reflective skills where appropriate, with evidence of perspective transformation. Detailed consideration of alternative interpretations of the complexities of practice.

Meets learning outcomes. Demonstrates a systematic knowledge and understanding of the theoretical and conceptual material including some discussion of wider issues. Clear evidence of independent thought and creativity.

Clear evidence of critical application of the theoretical concepts to practice. Demonstrates a well developed ability to use critically reflective skills where appropriate with evidence of new insights. Considers alternative interpretations within complex scenarios.

15

information related to complex issues in a systematic and creative way. Significant and decisive conclusions drawn. Critical appraisal of potential areas of uncertainty and ambiguity, discusses alternative proposals. Strong evidence of a well developed ability to critically analyse and evaluate concepts and theories in some depth, demonstrating critical evaluation of research and advanced scholarship in the discipline/field and an ability to synthesise information related to complex issues in a systematic and creative way. Provides substantial and significant conclusions from a wide range of perspectives. Recognises potential areas of uncertainty and ambiguity and discusses alternative proposals. Consistent critical analysis of research and advanced scholarship in the discipline/field. Ability to deal with complex issues both systematically and creatively. Provides substantial conclusions drawn from a range of perspectives. Recognises potential areas of uncertainty and ambiguity.

25% Level of Structure investigation presentation and use of and supporting grammar evidence Sophisticated use of current Harvard referencing with attention to detail.

Presented in accordance with assignment guidelines.

Demonstrates a strong engagement with a wide range of literature from diverse sources, presenting a highly critical appraisal of the source material. Demonstrates autonomy in planning and implementing tasks at a professional or equivalent level. Sophisticated use of current Harvard referencing with attention to detail

Well organised material, discussion is coherent and fluent. Logical development of arguments. Succinct, focussed debate. Syntactically correct with minimal grammatical errors. Presented in accordance with assignment guidelines.

Demonstrates engagement with a range of relevant literature from a range of sources. Demonstrates increasing autonomy in planning and implementing tasks at a professional or equivalent level. Accurate use of current Harvard referencing with attention to detail.

Well organised material, discussion is coherent and fluent. Logical development of arguments. Succinct, focussed debate. Syntactically correct with few grammatical errors. Presented in accordance with assignment guidelines.


Assignment Marking Criteria: Academic Level 7 continued ‌ Weighting Descriptor

Grade 40-49%

(Pass)

30-39%

(Fail)

20-29%

(Fail)

10-19%

(Fail)

Relevant knowledge and understanding

75% Application of theory to practice

Level of analysis

(If relevant) Meets learning outcomes at threshold level. Demonstrates an understanding of the theoretical and conceptual material as appropriate.

Demonstrates the ability to use critically reflective skills where appropriate. Clear evidence of application of theory to practice. Feasible recommendations with same evidence of originality.

Demonstrates the ability to critically analyse/critically reflect on information presented within the field of study. Critical review/evaluation and conclusions drawn from a range of perspectives.

Does not meet learning outcomes. Limited knowledge and understanding of theoretical and conceptual material presented.

Demonstrates a developing ability to use critical reflective skills in general. Some application of theory to practice is evident.

Demonstrates limited evidence of critical analysis/critical reflection on methodological issues within the field of study/professional practice. Limited critical review/evaluation. Some conclusions drawn from a narrow range of perspectives.

Does not meet the learning outcomes. Some serious deficiencies/omission s in the theoretical and conceptual material presented. Some evidence of misunderstanding.

Demonstrates a limited ability only to use critically reflective skills. Limited application of theory to practice. No feasible recommendations or evidence of originality.

Demonstrates little evidence of critical analysis/critical reflection on methodological issues within the field of study/professional practice. Limited conclusions drawn from a narrow range of perspectives.

Does not meet learning outcomes. Seriously deficient in presenting theoretical and conceptual material. Evidence of significant misunderstanding.

No evidence of critically reflective skills. No application of theory to practice.

Demonstrates no evidence of critical analysis/critical reflection on methodological issues within the field of study/professional practice. No relevant evidence of critical thought or enquiry. No conclusions drawn.

16

25% Level of Structure investigation presentation and use of and supporting grammar evidence Engages in independent systematic study. Draws on a range of contemporary sources extending beyond core texts. Demonstrates a developing autonomy in planning and implementing tasks at a professional or equivalent level. Accurate use of current Harvard referencing. Limited evidence of engagement in independent systematic study. Draws an a satisfactory range of contemporary sources, focussing on core texts only. Demonstrates some developing autonomy in planning and implementing tasks at a professional or equivalent level. Attention to current Harvard referencing system required. Limited evidence of engagement in independent systematic study. Draws on a narrow range of contemporary sources. Demonstrates little autonomy in planning and implementing tasks at a professional or equivalent level. Attention to current Harvard referencing required; many inaccuracies present. Very little evidence of any reading. Work is unsupported. Many referencing errors/omissions throughout the work.

Logical, systematic development of arguments within the discussion. Presented in accordance with assignment guidelines. Largely fluent and coherent work. Largely correct syntax with few grammatical errors. Legible and satisfactory presentation. Limited discussion, developing fluency and coherence in the presentation of logical argument. Syntax and/or grammar requires attention.

Work does not flow and is disorganised and disjointed. Presentation of work does not conform to guidance. Many issues with syntax and grammar impede the flow of work.

High level of disorganisation. Little evidence of reading or progression to lines of discussion. Numerous syntax/ grammatical errors, which seriously impede the work.


Assignment Marking Criteria: Academic Level 7 continued ‌ Weighting Descriptor

Grade 1-9%

(Fail)

0%

Relevant knowledge and understanding

75% Application of theory to practice

Level of analysis

(If relevant) Does not meet learning outcomes. No evidence of application of theory to practice. No knowledge of understanding of any issues. Evidence of widespread misunderstanding.

No evidence of reflective skills. No attempt to apply theory to practice.

Work is a descriptive narrative. No evidence of critical thought or enquiry. No conclusion drawn.

25% Level of Structure investigation presentation and use of and supporting grammar evidence No evidence of any reading. Work is unsupported. Numerous referencing errors/omissions throughout the work.

Breach of confidentiality. No evidence of reading or progression to lines of discussion. High level of disorganisation. Syntax/grammati cal errors throughout.

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.

Please Note: Specific Level 7 Examination marking criteria will be made available for the examination assessment and will be provided to you in class.

17

Pup 4098 handbook sept13  
Advertisement