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A 4000 word essay that explores an individualised approach to care planning

Details regarding assessments for this module:

 

Formative assessment:

During the module students will produce a series of care plans that will be formatively assessed during the planned workshops. One of these care plans must then be utilised in the summative assessment task to highlight and support the discussions (see below).

Summative Assessment:

A 4000 word essay that explores an individualised approach to care planning

Compensation and condonement do not apply to this module as it is a compulsory component of the programme

Guidelines/Aims of Assessment:

The student is asked to:

  1. Select an individualised approach to care planning  
  • Identify its key elements 
  • Discuss how using the problem solving approach to care and appropriate framework can identify and meet the biopsychosocial needs of an individual.
  • Discuss the strengths and limitations of the individualised approach when developing a care plan by exploring the problem solving approach and underpinning framework.
  • Utilise examples from one of your formative care plans to highlight and support your discussions.

Criteria for Summative Assessment:

A 4000 word essay written to Level 5. 

                                                      Appendices

Appendix 1 – Action / amendments made to module based upon previous module evaluations

 None

Appendix 2 – Module Specification including Indicative Reading

Faculty of Health and Social Care

Module specification

   On successful completion of this module, students will be able to:     Module learning outcome description LO1 Identify effects of altered biopsychosocial function on the holistic needs of the individual. LO2 Relate the skills and knowledge required to work in genuine partnership with individuals and groups in relation to public health needs LO3 Identify multi-agency and multidisciplinary roles in the care of individuals requiring nursing care. LO4 Devise a holistic plan of care to meet the needs of a diverse range of patients/clients in a variety of settings LO5 Compare and contrast the strengths and limitations of an individualised approach to care by exploring the underpinning framework and problem solving approach LO6 Apply knowledge from the programme to support and inform the assessment, planning, delivery and evaluation of nursing care       
18Module Indicative Content Please provide up to 200 words which outline the key themes and topics to be included in this module 
 Public Health – Health behaviours of individuals, Individualised approaches to health and wellbeing, obstacles to achieving health and wellbeing Addressing major health concerns across the lifespan from a biopsychosocial approach in relation to: Cardiovascular disease Cardiovascular disease (Peripheral)   Respiratory conditions  Not generic – adult specific – meet learning outcomes through a range of conditions that students can choose from – do in workshops Primary, secondary and tertiary interventions in relation to a selection of health concerns Themes Lifespan Development – EriksonAttachment, Bonding, Deprivation and lossSleepIatrogenesisTelehealth and multimedia approaches to health and wellbeingTissue viability – pressure ulcer care and managementStress management – defence mechanisms and coping strategiesLegal, professional and ethical issues related to care planningCommunication – patient assessment and written communication; developing therapeutic relationships; observation, & use of non-verbal behaviour, questioning, listening and responding skills Use of model as a framework with the problem solving approach – Common assessment framework, Aldridge’s model, Roper, Logan and Tierney’s Activities of Living Model of Nursing Roles of multidisciplinary/multi-agency team Practical application – APIE and appropriate Framework –  to produce individualised care plans for a selection of patients with primary, secondary and tertiary needs.   
19Module Learning and Teaching Methods and rationale for selection  Please provide up to 200 words which outline the teaching and learning methods and your rationale for their selection 
 Teaching activity will be in the form of keynote lectures that introduce the students to relevant theory then field specific workshops, tutorials, private and guided reading where taught concepts are revisited, re-examined and built upon. These methods will enable students to learn the underpinning theory that they will then integrate with practice. Activating this spiral nature to the curriculum enables students’ understanding to deepen over time.   
20Breakdown of Teaching and Learning hours Please refer to QAA Explaining Contact Hours guidance for further information.   
   Student time associated with the module                                           % Guided independent study, including online                             75 Placement/Study abroad                                                 Scheduled learning and teaching activities               25 Total 100 
21Ethical issues, Risk and inclusivity Universities research and develop modules which deal with issues that may be sensitive or involve ethical considerations.  As with research, the duty of care extends to all involved in learning and teaching.  Please highlight any relevant issues that relate to content, teaching methods and assessment and state how they are to be addressed (include evidence of support from relevant ethics committees and relevant risk assessments as appropriate). 
 Students may draw on events which have occurred in practice in class discussion and when completing the written assignment.  Students must maintain confidentiality in line with their current professional code (NMC, 2015) and the University policy on confidentiality.  Boundaries for sharing experiences of health and social care in class will be discussed, and if necessary students will be signposted to the University Student Wellbeing, Learning and Welfare Support Service.  Any safeguarding issues will be escalated in accordance with the Faculty of Health and Social Care guidance Raising Practice Concerns. 
C   MODULE ASSESSMENT   
22Rationale for the assessment methods chosen Maximum 200 words 
   Care planning is a key role for all nurses, and students will have an opportunity to develop this skill in their clinical practice placements.  Therefore the assessment for this module requires students to produce a care plan as well as a written essay that will allow students to articulate the theory underpinning the development of holistic and comprehensive care plans, the nursing process and models of nursing that guide this. The chosen assessment method will also allow students to demonstrate their scholarship, knowledge, critical analysis, written communication and application of theory to practice at level 5.     
23Formative Assessments for this module 
   Assessment type and title (where relevant)   FA1 During the course of the module students will produce a series of care plans that will be formatively assessed during the planned workshops. One of these care plans must be utilised in the summative assessment task to highlight and support the discussions       
24Summative Assessment for this module 
   Assessment type and title (where relevant) % Module LOs addressed SA1 The student is required to produce a 4000 word essay that explores an individualised approach to care planning: 1. Select an individualised approach to care planning  2. Identify its key elements 3. Discuss how using the problem solving approach to care and appropriate framework can identify and meet the biopsychosocial needs of an individual 4. Discuss the strengths and limitations of the individualised approach when developing a care plan by exploring the problem solving approach and underpinning framework. 5. Utilise examples from one of your formative care plans to highlight and support your discussions.   100%         6   2,3,4,6     1,3,4,6         2,5       1,2,3,4,5,6.       
25Module Re-assessment Method (if different) 
 N/A   
26Explanation for the Re-Assessment methods chosen Maximum 200 words 
 N/A   
27Summative Re-assessment for this module   
   If a student fails at the first attempt, one further attempt is permitted. The student will receive feedback from the initial assessment and advice and guidance will be given to aid meeting the learning outcomes successfully.   
D   MODULE RESOURCES   
28Indicative Reading List (please refer to the University guidelines for Reading Lists) 
The reading list for this module can be accessed at http://readinglists.hull.ac.uk         
Essential Barrett D, Wilson B and Woollands A (2012) Care Planning. A Guide for Nurses, 2nd edition. Harlow: Pearson Education   Department of Health (2014) A framework for personalised care and population health for nurses, midwives, health visitors and allied health professionals: caring for populations across the lifecourse  [online] https://www.gov.uk/government/publications/framework-for-personalised-care-and-population-health (Accessed 15 April 2016)   
Recommended   Alexander M, Fawcett J. and Runciman,P J (eds) (2006) Nursing Practice Hospital and Home  The Adult.  3rd edition. Edinburgh: Churchill Livingstone     Benbow W and Jordan G. (2009) A Handbook for Student Nurses. Reflect Press: Exeter.   Billington T ( 2006) Working with children: assessment, representation and intervention, London. Sage     Department of Health (2008) Refocusing the Care Programme Approach: policy and positive practice guidance [online]  http://webarchive.nationalarchives.gov.uk/20130107105354/http:/www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_083647  (Accessed 16 April 2016)   Egan G. (2002) The Skilled Helper. 7th edition. Pacific Grove, California: Brookes Cole.   Gates B. (ed) (2006) Care Planning and Delivery in Intellectual Disability Nursing Oxford: Blackwell Publishing   Glasper A, McEwing G. and Richardson J (eds.) (2009) Foundation Skills for Caring – Using Student-Centred Learning. Basingstoke: Palgrave Macmillan.   Glasper A, McEwing G. and Richardson J (eds.) (2009) Foundation Studies for Caring – Using Student-Centred Learning. Basingstoke: Palgrave Macmillan.   Hall A,  Wren M. and Kirkby S. (2008) Care Planning in Mental health: Promoting Recovery Oxford: Blackwell   Hubley J and Copeman J (2010) Practical Health Promotion. Cambridge: Polity Press   Hughes J and Lyte G (eds)  (2008) Developing nursing practice with children and young people. London. Wiley-Blackwell   Kanopy Streaming (2014) Spiritual care in nursing practice . San Francisco: Kanopy   Moyse K (2009) Promoting health in children and young people: the role of the nurse. London. Blackwell.   Royal College of Nursing(2011) Spirituality in nursing care: a pocket guide. London: Royal College of Nursing [online] https://www2.rcn.org.uk/__data/assets/pdf_file/0008/372995/003887.pdf (Accessed 12 April 2016)   Slad, M. (2009) Personal Recovery and Mental Illness: A Guide for Health professionals Cambridge: Cambridge University Press   Tummey R. (2005) Planning Care in Mental Health Nursing Houndmills: Palgrave   Watson R. and Fawcett J. (2003) Pathophysiology, homeostasis and nursing London: Routledge 
Background Marmot, M. & Wilkinson, R. (2006) Social Determinants of Health [ebook]. Oxford: Oxford University Press 
29Other Resources Required (Please list any further resources that may be required for the successful delivery of this module). 
   www.nice.org.uk National Institute for Health and Care Excellence   www.nmc.org.uk Nursing and Midwifery Council   http://www.who.int/en/ World Health Organisation     


Appendix 3 – Generic Marking Criteria Level 5 – The University of Hull Faculty of Health and Social Care

 General descriptionLevels of knowledgeExplanationUse of evidenceCommunicationApplication
90-100First Class Honours All learning outcomes and associated assessment criteria have been achieved to an exemplary standard.  There is an exemplary display of in-depth understanding and insight. Accuracy is of the highest level that can be expected.  There is exemplary evidence of initiative, critical analysis, self-reflection and decision-making.   Demonstrates the ability to evaluate evidence, reach evidence-based conclusions and provide a rationale for their decisions.   Levels of intellectual rigour and independence of judgement are exemplary.Depth and breadth of evidence, ideas, concepts, theory and other relevant information is exemplary.   Standard of referencing (where appropriate) is exemplary.  There is an exemplary standard of communication. The work is creative, innovative and authoritative.   The organisation, structure and standard of presentation of the work are exemplary throughout.Application of theory to practice is exemplary throughout
80-90First Class Honours All learning outcomes and associated assessment criteria have been achieved to an outstanding level and some to an exemplary standard.There is an outstanding display of in-depth understanding and insight. Accuracy is of the highest level that can be expected.                        There is outstanding evidence of initiative, critical analysis, self-reflection and decision-making.   Demonstrates within discussions the ability to evaluate evidence and conclude arguments.   Levels of intellectual rigour and independence of judgement are outstanding.  Depth and breadth of evidence, ideas, concepts, theory and other relevant information is outstanding.   Standard of referencing (where appropriate) is outstanding.  There is an outstanding standard of communication. The work is creative, innovative and authoritative.   The organisation, structure and standard of presentation of the work are outstanding throughout.  Application of theory to practice is outstanding throughout
70-79First Class Honours All assessment criteria have been achieved to high level of excellence and some to an outstanding.  There is an excellent display of in-depth understanding and insight. Accuracy is of the highest level that can be expected.  There is excellent evidence of initiative, critical analysis, self-reflection and decision-making. Evidence of critical thinking and construction of balanced arguments.   Levels of intellectual rigour and independence of judgement are excellent.Depth and breadth of evidence, ideas, concepts, theory and other relevant information is excellent.   Standard of referencing (where appropriate) is excellent.  There is an excellent standard of communication. The work is creative, innovative and authoritative.   The organisation, structure and standard of presentation of the work are excellent throughout.    Application of theory to practice is excellent throughout
60-69Upper Second Class Honours – 2(i) All assessment criteria have been achieved to a good standard with many (at the higher ranges of this band) achieved to a very good/excellent standardThere is a good display of understanding and insight.   There are no significant inaccuracies, misunderstandings or errors.  The work displays good examples of initiative, critical analysis, self-reflection and decision-making.   Evidence of critical thinking and development of balanced arguments   There is some evidence of intellectual rigour and independence of judgement, though it may lack finesse        A good depth and breadth of appropriate evidence has been utilised effectively.   Standard of referencing (where appropriate) is good throughout.  There is a good standard of communication. The work displays some creativity and innovation.   The organisation, structure and standard of presentation of the work are good throughout.  Application of theory to practice is good throughout
50-59Lower Second Class Honours – 2(ii) All assessment criteria have been achieved to a satisfactory standard with some (at the higher ranges of this band) achieved to a good standard.  There is some evidence of understanding and insight, but with some gaps.   Inaccuracies, misunderstandings or errors are mostly minor. There may be minor divergences from the assessment task  The work displays some, but limited, examples of initiative, self-reflection, and decision-making.   The work is attentive to the subject matter though some topics are not addressed in sufficient detail.   Evidence of analysis with examples of critical thinking and linkage between discussion points.   There is some, but limited, evidence of intellectual rigour and independence of judgement.A satisfactory depth and breadth of appropriate evidence has been utilised reasonably well.   Standard of referencing (where appropriate) is satisfactory, though some errors may be present.  There is a satisfactory standard of communication. The work shows some examples of creativity.   The organisation, structure and standard of presentation of the work are reasonable, though there may be some errors or instances of poor organisation  Application of theory to practice is satisfactory. Some instances where theory is not applied satisfactorily may be present.
40-49Third Class Honours All assessment criteria have been met but only to the minimum required levelThere is limited evidence of understanding and insight.   The student’s grasp of ideas, concepts, theory and other relevant information is weak.   Inaccuracies, misunderstandings or errors are present, but do not impact on the work’s ability to meet the assessment criteria. There may be some major divergences from the assessment taskThe work displays very limited examples of initiative, self-reflection, and decision-making.   Evidence of analysis with some examples of critical thinking.   The work displays a descriptive approach and there is limited evidence of intellectual rigour, and independence of judgement.Limited range of evidence – both in terms of breadth and depth – has been utilised.   Standard of referencing (where appropriate) is poor.  There is a basic but poor standard of communication. The work shows some but limited examples of creativity.   The organisation, structure and standard of presentation of the work are poor.  Application of theory to practice is poor.
30-39Fail One or more of the assessment criteria have not been met.                       Some material of merit, but the work does not meet the expected levels of understanding and insight.   Substantial inaccuracies, misunderstandings or errors are present which affect the ability of the work to meet the assessment criteria. There is insufficient attention paid to the assessment criteria and the work diverges significantly from the assessment task.No substantive evidence of initiative, self-reflection, and decision-making.   Limited examples of analysis, with no evidence of critical thinking   No real attempt to assess evidence and no substantive evidence of intellectual rigour or independence of judgement.Very limited range of evidence has been utilised. Little evidence of wider reading.   Standard of referencing (where appropriate) is weak.  Unsatisfactory standard of communication. Significant flaws in spelling, grammar and composition which undermine the clarity of meaning.   The work is disorganised and the standard of presentation of is weak.  No real attempts made to apply theory to practice. Some occasional but poorly articulated examples.
1-29Fail Most or all of the assessment criteria have not been met.  The work shows very limited levels of understanding and insight. Use of terminology is extremely limited and unsophisticated.   Significant inaccuracies, misunderstandings or errors are present. There is insufficient attention paid to the assessment criteria and there are serious deviations from the assessment task.No evidence of initiative, self-reflection, decision-making.   No evidence of analysis or critical thinking   The work is wholly descriptive and lacks any sustained arguments.Very limited range of evidence has been utilised. Citations are almost or entirely absent. Awareness of the mechanics of scholarship is very weak.   Standard of referencing (where appropriate) is extremely poor.  Unsatisfactory standard of communication. Significant flaws in spelling, grammar and composition which undermine the clarity of meaning.   The work is disorganised and the standard of presentation of is extremely poor.  No attempts made to apply theory to practice.
0No submission. Evidence of unsafe practice on the part of the student.

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