Evidence Based Approaches to Long Term Conditions SI MODULE CODE S CREDITS 20 LEVEL 6 JACS CODE
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1 MODULE DESCRIPTOR TITLE Evidence Based Approaches to Long Term Conditions SI MODULE CODE S CREDITS 20 LEVEL 6 JACS CODE B710 SUBJECT GROUP District ursing DEPARTMET ursing & Midwifery MODULE LEADER Angela Thompson Scheduled Learning and Teaching Activities MODULE AIM MODULE STUD HOURS (based on 10 hours per credit)* Placement (if Independent applicable) Guided Study Total umber of Study Hours To provide you with the skills and knowledge to enable you to critically analyse key influences impacting on long term conditions management. ou will apply this understanding to evidence-based approaches to decision-making, care coordination, evidence informed choice for clients and the development of self and others. The learning takes place within the spirit of collaborative peer engagement. This module uses the principle of assessment for learning which is based on the philosophy that you will make the most improvement if you: understand the aim of your learning know where you are in relation to this aim can plan for how you achieve the aim MODULE LEARIG OUTCOMES By engaging successfully with this module a student will be able to Collate, appraise and apply relevant social, psychological and biological theory to the planning, management and evaluation of practice, including care co-ordination, long-term and/or palliative conditions management Apply problem-solving and an evidence based approach to decision-making in less than optimal and unpredictable practice situations, to respond creatively particularly in relation to proactive and anticipatory care. Critically evaluate research literature, policy and guidance discerning between different forms of evidence from a variety of sources to disseminate best practice and contribute to the development, knowledge and practice of others
2 Critically discuss the concepts of self-care, within the context of ethical, legal and professional frameworks, to address physical and mental health and wellbeing. IDICATIVE COTET Long Term Conditions Frailty Palliative and End of Life Care Mental Health Equality and diversity Proactive and anticipatory care Self-care and empowerment Vulnerability and limitation Collaborative working Partnership working with Carers Evidence based practice Critical thinking/reasoning Problem solving and decision making Complex assessment Care coordination Risk management Ethical, legal and professional issues Literature review and critical appraisal Educational theory Developing self and others Application of Policy LEARIG, TEACHIG AD ASSESSMET - STRATEG AD METHODS Task 1: Literature Review Task 2: Learning resource / presentation ou will undertake a literature review (3000 words) related to an identified long-term or palliative condition, to establish and disseminate an evidence base for practice. The literature review will underpin the development of a teaching or learning resource. The teaching or learning resource will be presented to a group, including service users, peers, practice teachers and academics. The teaching or learning resource should be supported by a 500 word abstract to demonstrate the application of educational theory and to contribute to the development, knowledge and practice of others
3 Task o.* Short Description of Task SI Code EX/CW/P R Task Weightin g % Word Count or Exam Duration** In-module retrieval available 1 Literature Review 75% Presentation of a teaching or learning resource and abstract 25% 15 minutes (inc 5 mins for questions) 500 words FEEDBACK ou will receive formative feedback from peers, tutors and through self-assessment during practice and in seminars. This will enable you to identify specific learning points relevant to yourself as individual and generic learning points relevant to all. ou will be encouraged to reflect upon your own performance. Formative feedback is provided for a draft of the Literature Review and abstract to inform the assessment for grading. Feedback on the summative work can be used to inform subsequent academic work. Summative feedback will be provided in line with current SHU policy. LEARIG RESOURCES FOR THIS MODULE (ICLUDIG READIG LISTS) AVEARD, Helen (2014). Doing a literature review in health and social care : a practical guide. 3 rd ed., Maidenhead, Open University Press. BETTA-SALTIKOV, Josette (2012). How to do a systematic literature review in nursing : a step-by-step guide. Maidenhead, Open University Press. CARRIER, Judith (2015). Managing long-term conditions and chronic illness in primary care : a guide to good practice. 2nd ed., Abingdon, Routledge. COUGHLA, Michael (2013). Doing a literature review in nursing, health and social care. London, SAGE. ELLERSHAW, John and WILKISO, Susie (2011). Care of the dying : a pathway to excellence. 2nd ed., Oxford, Oxford University Press. GERRISH, Kate and LACE, Anne (2010). The research process in nursing. 6th ed., Chichester, Blackwell Pub. GERRISH, Kate, LATHLEA, Judith and MyiLibrary (2015). The research process in nursing. 7 th ed., Chichester, Wiley Blackwell. GREAT BRITAI DEPARTMET, of Health (2005). The ational Service Framework for long-term conditions. Department of Health. GROVE, Susan K. (2013). The practice of nursing research : appraisal, synthesis, and generation of evidence. 7th ed., St. Louis, Elsevier Saunders. HAWKER, Sheila, et al. (2002). Appraising the evidence: reviewing disparate data systematically. [online]. Qualitative health research, 12 (9), LOBIODO-WOOD, Geri (2014). ursing research : methods and critical appraisal for evidence-based practice. 8th ed., St. Louis, Elsevier.
4 LOBIODO-WOOD, Geri and HABER, Judith (2010). ursing research : methods and critical appraisal for evidence-based practice. 7th ed., St. Louis, Mosby/Elsevier. LOBIODO-WOOD, Geri, HABER, Judith and Dawsonera (2014). ursing research methods and critical appraisal for evidence-based practice. Eighth ed., St. Louis, Elsevier. MARGERESO, Carl and TREOWETH, Steven (2009). Developing holistic care for long-term conditions. London, Routledge. MEADS, Geoff (2005). The case for interprofessional collaboration in health and social care. Oxford, Blackwell. MOULE, Pam (2014). ursing research : an introduction. Second edition.. ed., London, SAGE. POLIT, Denise F. (2008). ursing research : generating and assessing evidence for nursing practice. 8th ed,. London, Lippincott Williams and Wilkins. POLIT, Denise F. (2011). ursing research : generating and assessing evidence for nursing practice. 9th ed., International ed., London, Wolters Kluwer/Lippincott Williams and Wilkins. RADALL, Sue, FORD, Helen and Dawsonera (2011). Long-term conditions : a guide for nurses and healthcare professionals. Chichester, Wiley-Blackwell. SODDO, Janet (2010). Case management of long-term conditions : principles and practice for nurses. Chichester, Blackwell Pub. STRAUS, Sharon E. (2011). Evidence-based medicine : how to practice and teach it. 4th ed,. Edinburgh, Elsevier Churchill Livingstone. TALOR, Ruth (2013). The essentials of nursing and healthcare research. Los Angeles, California, SAGE. THOMAS, Keri and LOBO, Ben (2010). Advance care planning in end of life care. Oxford, Oxford University Press. WAKLE, Gill, CHAMBERS, Ruth (2005). Chronic disease management in primary care quality and outcomes. Abingdon, Radcliffe. Policy Documents: Department of Health (2014) Government Response to the House of Commons Health Select Committee Report into Long-Term Conditions (Second Report of Session DEPARTMET OF HEALTH- TRASFORMIG COMMUIT SERVICES PROGRAMME (2009) Transforming Community Services: Ambition, Action, Achievement- Transforming Services for People with Long Term Conditions The Stationery Office DEPARTMET OF HEALTH- TRASFORMIG COMMUIT SERVICES PROGRAMME (2009b) Transformational Reference Guides (6 in total) The Stationery Office REVISIOS Date Feb 2016 Reason Confirmed in BSc Special Practice District ursing validation
5 SECTIO 2 MODULE IFORMATIO FOR STAFF OL MODULE DELIVER AD ASSESSMET MAAGEMET IFORMATIO MODULE STATUS - IDICATE IF A CHAGES BEIG MADE EW MODULE EXISTIG MODULE - O CHAGE Title Change Level Change Credit Change Assessment Pattern Change Change to Delivery Pattern Date the changes (or new module) will be implemented 09/2016 MODULE DELIVER PATTER - Give details of the start and end dates for each module. If the course has more than one intake, for example, September and January, please give details of the module start and end dates for each intake. Module Begins Module Ends Course Intake 1 09/ /2017 Is timetabled contact time required for this module? Are any staff teaching on this module non-shu employees? If yes, please give details of the employer institution(s) below What proportion of the module is taught by these non-shu staff, expressed as a percentage? 30% MODULE ASSESSMET IFORMATIO Indicate how the module will be marked *Overall PERCETAGE Mark of 40% *Choose one only module cannot include both percentage mark and pass/fail graded tasks SUB-TASKS Will any sub-tasks (activities) be used as part of the assessment strategy for this module? FIAL TASK According to the Assessment Information shown in the Module Descriptor, which task will be the LAST TASK to be taken or handed-in? (Give task number as shown in the Assessment Information Grid in Section 1 of the Descriptor) O-STADARD ASSESSMET PATTERS MARK 'X' I BOX IF MODULE ASSESSMET PATTER IS O STADARD, eg MODEL B, ALL TASKS MUST BE PASSED AT 40%. Task o. 1 X B: on-standard assessment patterns are subject to faculty agreement and approval by Registry Services - see guidance. notes.
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