UNIVERSITY OF CENTRAL LANCASHIRE Programme Specification This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. Sources of information on the programme can be found in Section 17 1. Awarding Institution / Body University of Central Lancashire 2. Teaching Institution and Location of Delivery Hugh Baird College 3. University School/Centre School of Community Health and Midwifery 4. External Accreditation None 5. Title of Final Award Foundation Degree Arts Dementia and Assisted Living in Health and Social Care 6. Modes of Attendance offered Full Time and Part Time 7. UCAS Code B761 8. Relevant Subject Benchmarking Group(s) 9. Other external influences QAA Subject Benchmarking Statement: Health Care Programs, Nursing and Midwifery, QAA Foundation Degree Qualification Benchmark (10) Skills for Health (10) Nursing Council, QAA Academic Infrastructure Codes of Practice, National Services frameworks, Codes of Conduct, Dementia Care, Department of Health (09) Living Well with Dementia: A National Dementia Strategy. London: Department of Health Department of Health (12) Prime Minister s Challenge on Dementia: Delivering Major Improvements in Dementia V1 September 18 Page 1 of 9
Care and Research by 15. London: Department of Health Alzheimer s Society (13) Dementia 13: The Hidden Voice of Loneliness. London: Alzheimer s Society HM Government (11) No Health without Mental Health: a Cross-government mental health strategy for people of all ages. London: Department of Health National service Frameworks (1999-10) Skills for Care (10) DOH (10) Liberating the NHS: Developing the Healthcare Workforce. 10. Date of production/revision of this form 24 th May 16 / Revised September 17 11. Aims of the Programme This programme aims to discuss, analyse and evaluate current best practice in caring for people with dementia and working with their families, underpinned by a value system that promotes person-centred and relationship based care. The programme will also explore current, past and future interventions and non-therapeutic interventions that underpin the care that is delivered to people living with dementia. 12. Learning Outcomes, Teaching, Learning and Assessment Methods Written presentations Reflection Group discussion board Written assignments Portfolio development A. Knowledge and Understanding A1. Evaluate contrasting philosophies of care for people with dementia. A2. Critically discuss legal, political, economic and social underpinnings of dementia care and a range of therapeutic and non-therapeutic interventions. A3. Discuss policies and legislation in relation to dementia and therapeutic interventions. A4. Identify enhanced skills and resources to support effective study and learning using a varied amount of resources validating research findings. Teaching and Learning Methods Teaching and learning strategies will include presentations on key topics; exercises to promote discussion of issues (frequently employing case examples); contributions from specialists in particular aspects of dementia care and workshops to explore key care skills. Strategies will be employed to explore the therapeutic intervention perspectives of people with dementia and their families. Assessment methods V1 September 18 Page 2 of 9
A range of written and presentation work in which students explore aspects of dementia and therapeutic care and discuss the implications for their practice. This will be carried out in a number of ways, for example written presentations, reflection, group discussion board, written assignments and portfolio development. B. Subject-specific skills B1. Analyse facets of empathy with people with dementia and their families, and the value of empathy for providing care. B2. Evaluate a range of social, psychological and physical care strategies for people with dementia and their families. B3. Evaluate their own contributions, and the contributions of other health and social care professionals to enhancing quality of life for people with dementia and their families. Teaching and Learning Methods Teaching and learning strategies will include discussions on key topics. Strategies will be employed to explore the perspectives of people with dementia and their families. This will include group discussions in class exploring current and past practices identifying models of care which include family taking into consideration ethical issues. Presentations of key issues will also be presented to further develop your understanding of key issues. Assessment methods Written work in which students explore aspects of dementia care and discuss the implications for their practice C. Thinking Skills C1. Analyse ethical and legal aspects of dementia care. C2. Critically discuss a range of models of dementia care. C3. Reflect on the perspectives of people living with dementia and their family carers. Teaching and Learning Methods Guest speakers will deliver information on models of care and ethical issues, this will include family member speakers. Key points will also be delivered using presentations, group discussions, discussion boards and reflection from practice. Assessment methods Written work in which students explore all aspect of dementia care and discuss the implications for their practice from an ethical perspective analysing policies, procedures and models of care. D. Other skills relevant to employability and personal development D1. Reflect upon principles of leadership within the context of working with people with dementia. D2. Analyse the fundamentals of effective education with people with dementia and their families. D3. Identify and evaluate functional problems for people living with dementia. D4. Reflection analytically within a portfolio of work based practice development of new and old skills V1 September 18 Page 3 of 9
Teaching and Learning Methods One to one tutorials to develop portfolios as well as presented key points in the form of lectures, presentations, group discussions and questions and answers developed by the students. This will be via VLE or in class discussions. This will cover practical application of ideas, assessment, and application of therapeutic intervention and the importance of education. Assessment methods Written work in the form of presentations which students explore aspect of therapeutic interventions in dementia care and discuss the implications for their practice. 13. Programme Structures* 14. Awards and Credits* Level Level 5 Level 4 Level 3 Module Code Module Title Credit rating NU2335 The Research Process SW27 SW2801 PZ65 PZ55 NU1019 Health, Ageing and Social Care Social Care Theory and Practice Supporting Professional Practice Therapeutic Intervention for People Living with Dementia Care from the Client Perspective 40 PZ1068 Foundations for Practice PZ1067 PZ1015 PZ1028 NUC003 NUC004 NUC005 Anatomy, Physiology and Psychology of Health Study and Lifelong Learning Skills Caring for People with Dementia Academic Writing and Studying in Health and Social Care Learning development and using information communication technology to present information Developing skills for delivering health & social care (1) 40 FdA in Dementia and Assisted Living in Health and Social Care Requires 240 credits at level 4 or above (to include a minimum of 100 credits at level 5) Foundation Certificate in Dementia and Assisted Living in Health and Social Care Requires 1 credit at level 4 or above Requires completion of 1 credits at Level 3. Successful completion of the course leads to guaranteed progression on to Year 1 of: BSc (Hons) Sexual Health Studies FDSc Health & Social Care [subject to satisfactory enhanced DBS clearance] PROGRESSION TO THE FOLLOWING PROGRAMMES: BSc Hons Counselling & Psychotherapy V1 September 18 Page 4 of 9
NUC006 NUC001 NUC007 Developing professional skills for delivering health and social care (2) Foundations in Anatomy, Physiology, Pathology and Disease Measuring Health and Wellbeing BSc Hons Pre-registration Nursing [Mental Health] BSc Hons Pre-registration Nursing [Adult] IS SUBJECT TO ADDITIONAL ENTRY REQUIREMENTS: Programme BSc (Hons) Preregistrati on Nursing [Adult] BSc (Hons) Preregistr ation Nursin g [Ment al Health ] BSc (Hons) Couns elling & Psycho therapy APM 60% 60% 60% NUC001 60% 60% NUC006 60% 60% 60% NUC007 60% pre interview test* Interview numeracy assessment literacy assessment Enhanced DBS Clearance Occupationa l Health Assessment 15. Personal Development Planning Students who exit after the Foundation Entry Year will receive a transcript of their modules and grades. The concept of Personal Development Planning (PDP) will be introduced and monitored through the FdA Dementia and Assisted Living at Level 4 via the Foundations for Practice module and again at Level 5 via the Supporting the Professional Role in Practice module. The integration of PDP will enable students to: V1 September 18 Page 5 of 9
develop skills of reflection on their academic, personal and professional development within clear and guided boundaries increase self-awareness of their own skills, capabilities and attitudes improve individual learning, capabilities and aptitude through taking responsibility for their own personal development and self-directed learning identify personal development needs, areas of strength and areas for improvement in order to direct change set goals, plan, action and review personal progress compile records of learning achievements and experiences including a skills log, personal reflections plan realistically for career progression and manage individual career progression and lifelong learning In order to facilitate PDP and ensure that it is fully embedded in to the students learning experience all students on the programme will be required to attend a personal tutorial session once a week. Development of the range of study skills necessary to succeed in the assessment process will be addressed in the Study Skills module and the topics covered here will underpin the academic advancement of students as they progress throughout the programme. Personal tutor sessions will also incorporate one-to-one reviews where each student will be encouraged to reflect on their own strengths and weaknesses and the progress they are making towards their personal goals. 16. Admissions criteria For students entering via the optional Foundation Entry route, the following admissions criteria will apply: Entry requirements for this course are 160 tariff points at A Level or equivalent, 5 passes at GCSE or above, including GCSE Maths and English at Grade C or above, a minimum proficiency in English of IELTS 6.0 or equivalent. Consideration will be given to applicants who have equivalent vocational or experiential learning gained within a Health and Social Care environment. All applicants are interviewed and will be subject to numeracy, literacy and values based assessment, dependant on their chosen progression route. For students entering directly onto the Foundation Degree, the following admission criteria will apply: Entry onto the FdA Dementia and Assisted Living course will be via a successful interview. We would normally expect applicants to produce evidence of a number of the following: A minimum of 160 UCAS points or 64 UCAS points (new tariff) Two A-Levels BTEC Extended Diploma in Health and Social Care Access qualification in a related field Experience in a professional area of Health and Social Care Mature students may not meet the standard entry requirements but they may still be considered for a place on the course. Mature students with no qualifications may offer experience in other forms such as life experience, work experience and continued personal and professional development. All students are interviewed and selected on merit. This course offers the opportunity for mature students who may have been out of education for a while, or without traditional qualifications, to up-skill. V1 September 18 Page 6 of 9
UK and EU Entry: Equivalent international qualifications will be considered towards meeting the general entry requirements. Additionally, EU students, for whom English is not the first language, will be required to evidence an IELTS score or 6.0 or equivalent. Equivalences include: TOEFL written examination score of 550 plus a test of written English (at 4) TOEFL Computer Equivalent score of 230 Proficiency in English (Cambridge) at Grade C or above All students must be prepared to undergo and prove they have an enhanced DBS suitable to work with vulnerable adults and children. 17. Key sources of information about the programme www.hughbaird.ac.uk Hugh Baird College www.ucas.com Student handbook www.uclan.ac.uk V1 September 18 Page 7 of 9
18. Curriculum Skills Map Level Module Code NU1019 Module Title Care from the Client Perspective Core (C), Compulsory (COMP) or Option (O) Knowledge and understanding Programme Learning Outcomes Subject-specific Skills Thinking Skills Other skills relevant to employability and personal development A1 A2 A3 A4 B1 B2 B3 C1 C2 C3 D1 D2 D3 D4 COMP LEVEL 4 PZ1068 Foundations for Practice COMP PZ1067 Anatomy, Physiology and Psychology of Health PZ1015 Study and Lifelong learning skills COMP COMP PZ1028 Caring for People with Dementia COMP LEVEL 5 NU2335 SW27 The Research Process Health, Ageing and Social Care A1 A2 A3 A4 B1 B2 B3 C1 C2 C3 D1 D2 D3 D4 COMP COMP SW2801 Social Care Theory and Practice COMP PZ65 Supporting Professional Practice COMP PZ55 Therapeutic Intervention for People Living with Dementia COMP V1 September 18 Page 8 of 9
19. LEARNING OUTCOMES FOR EIT AWARDS: Learning outcomes for the award of Foundation Certificate in Dementia and Assisted Living in Health and Social Care A1. Evaluate contrasting philosophies of care for people with dementia. A3. Discuss policies and legislation in relation to dementia and therapeutic interventions. B1. Analyse facets of empathy with people with dementia and their families, and the value of empathy for providing care. B2. Evaluate a range of social, psychological and physical care strategies for people with dementia and their families. C2. Critically discuss a range of models of dementia care. C3. Reflect on the perspectives of people living with dementia and their family carers. D2. Analyse the fundamentals of effective education with people with dementia and their families. D3. Identify and evaluate functional problems for people living with dementia. V1 September 18 Page 9 of 9