Module overview
This module will develop your knowledge and skills in planning care in partnership with people in order to ensure that care is person centred and empowering. Throughout the module your learning will focus on the skills needed to respond positively to people who are at particular risk of marginalisation across the lifespan.
Aims and Objectives
Learning Outcomes
Learning Outcomes
Having successfully completed this module you will be able to:
- Examine and apply ethical and legal principles which underpin collaborative and person-centred health care practice
- Critically examine how nurses plan and document nursing care that is person centred and responsive to peoples' risks, needs and preferences
- Critically evaluate the principles of partnership working with people and carers which support the planning and delivery of person centred care
- Debate the role of the nurse in delivering person-centred nursing care across a range of environments and healthcare settings.
Syllabus
Concepts of person centred care
Care Planning and care pathways
FREDA principles (Fairness, Respect, Equality, Diversity, Autonomy) and underpinning legislation including Mental Capacity Act
Informed consent and empowerment
Methods of organising care (case working; community support models; outreach and inreach models; liaison nurse roles; service co-ordination models; key worker and team models; outreach models)
The role of the nurse in partnership working, and managing power imbalances within this relationship
The work undertaken by patients / service users and carers in maintaining health
The physical, emotional, cognitive and organisational work that nurses do to deliver person centred care
Interagency working and transfer of care between settings and agencies
Medicines Management: Medicines administration in vulnerable groups. (e.g. decisions to omit; covert administration; polypharmacy; inappropriate use / mis-use; considerations in elderly, neonates, pregnancy & breastfeeding)
Safeguarding: Identifying risks to vulnerable people (e.g. child sexual exploitation; radicalisation; honour based violence; vulnerable older people)
Maternal health needs
Needs of marginalised young people
Essential needs of people with a learning disability
Meeting the needs of people with frailty
Meeting the needs of people with dementia
Introduction to care planning for the end of life
Needs of other stigmatised or marginalised groups (e.g. people with serious mental illness; LGBT community; minority cultures; ) - including intersectional disadvantage
Skills:
Learning Disability simulated practice
Maternal health simulated practice
Learning and Teaching
Teaching and learning methods
Guided independent study (case study approach)
Lectures
Seminars
| Type | Hours |
|---|---|
| Guided independent study | 67.5 |
| Seminar | 6 |
| Completion of assessment task | 40 |
| Clinical Practice | 40 |
| Practical classes and workshops | 6 |
| Lecture | 30 |
| Total study time | 189.5 |
Resources & Reading list
Internet Resources
Valuing People: A New Strategy for Learning Disability for the 21st Century.
Textbooks
Rahman S (2018). Living with frailty: from assets and deficits to resilience. London: Routledge.
Rogers A and Pilgrim D (2014). A sociology of mental health and illness. Maidenhead: Open University Press.
Randall DC (2016). Pragmatic Children’s Nursing: A theory for children and their childhoods. Abingdon: Routledge.
Healy D (2016). Psychiatric drugs explained. Edinburgh: Churchill Livingstone. Elsevier Health Sciences.
Hewitt-Taylor J (2015). Developing person centred practice : a practical approach to quality healthcare. Palgrave.
Barrett D, Wilson B, Woodlands A (2103). Care Planning : A Guide for Nurses. London: Routledge.
McFadden R (2014). Introducing Pharmacology for nursing and healthcare. Abingdon: Routledge.
Norman I and Ryrie I (2018). The art and science of mental health nursing principles and practice. London: McGraw-Hill Open University Press.
Assessment
Formative
This is how we’ll give you feedback as you are learning. It is not a formal test or exam.
Case study
- Assessment Type: Formative
- Feedback: You will receive peer feedback on your assignment plan and your appraisal of the quality of a piece of evidence that you have accessed.
- Final Assessment: Yes
- Group Work: No
- Percentage contribution: 100%
Summative
This is how we’ll formally assess what you have learned in this module.
| Method | Percentage contribution |
|---|---|
| Written assessment | 100% |
Repeat Information
Repeat type: External