Health and Social Practice BSc
2 years part time | September start

You will learn about the use of ‘Cognitive Behavioural Therapy (CBT) in Long Term Conditions (LTCs)’ as a possible treatment strategy in Monitoring and Management of LTCs. As you explore the evidence base and key components of CBT you will develop theoretical knowledge and an understanding of the benefits of adopting this technique with your service users. Topics include:
• Long Term Conditions and Mental Health
• Why CBT - an introduction to using CBT with service users who have physical health conditions
• CBT for Anxiety and Panic
• CBT for Depression
• Therapeutic assessment skills – a central component in CBT
• Using guided discovery
• Formulation – a framework for solving problems
• Treatment goals and treatment strategies – tailored to target the psychological aspects of physical disease

This module enables you to develop the knowledge, skills and values required to lead the process of functional behavioural assessment and develop, implement and evaluate a behaviour support plan (BSP) to support the specific needs of an individual with a learning disability and behaviour that challenges. It includes learning activities related to functional behaviour assessment, an analysis of the social and physical environment as well as mediator analysis to understand the context for the behaviour and implementation of the plan.

You will develop skills in gathering appropriate history, establishing clear descriptions of behaviour and obtaining information about factors that may contribute to challenging behaviour e.g. communication, level of social, cognitive, emotional skills/abilities and mental illness. You will utilise a range of assessment strategies and measures/tools e.g., checklists, questionnaires, interviews, observation and evaluate their respective validity and reliability. You will interpret this data and use the 4-term contingency to generate a formulation as to the function of the challenging behaviour.

This module will enable you to lead the development and implementation of a BSP with a range of strategies designed to improve an individual’s quality of life and reduce the likelihood of behaviour that challenges. You will learn how to monitor/review the effectiveness of a BSP and address attitudinal, individual and environmental barriers to its successful implementation.

As well as enabling you to meet the requirements of a Northumbria Award it will also enable you to demonstrate behaviour specialist/supervisor/manager competencies of The PBS Coalition Competence Framework (2015) nationally recognised as best practice in this field.

This module will enable you to lead PBS in your organisation. You will have developed your knowledge and proficiency in PBS in the previous two modules including the ability to contribute to assessing behaviour, as well the development, implementation and review of behaviour support plans. This module enables you to critically analyse and apply the most effective strategies to facilitate learning in adults and act as a leader of learning within your organisation to others who are learning about and developing their proficiency in PBS. You will do this through a coaching approach providing support, supervision and feedback to others as they learn

You will analyse how adults learn knowledge, skills and values, and how to best facilitate the development of each. You will learn how to model good practice, how to coach and support others when they are learning, and how to give effective feedback on performance. You will observe and assess proficiency in PBS of staff within your organisation, applying your understanding of factors which improve the validity and reliability of assessment. You will analyse and apply theories and models of supervision demonstrating ability to provide effective ongoing supervision to others utilising PBS plans and providing feed-back which is supportive, constructive and helps individuals reflect upon and develop their own practice. You will learn about other system wide aspects which influence the ability of the workforce to use PBS in practice; these include leadership, allocating resources effectively, and understanding, developing and utilising policies and practices central to safe effective PBS.

As well as to meeting the requirements of a Northumbria Award the module enables you to demonstrate the behaviour specialist/supervisor/manager competencies in the PBS Coalition Competence Framework (2015) nationally recognised as best practice for those who support people with learning disabilities /autism with challenging behaviour.

This module enables you to develop the knowledge, skills and values required to understand the Principles of the Positive Behavioural Support (PBS) approach to support someone with autism/a learning disability who displays behaviour that challenges. It enables you to meet the requirements of a Northumbria Award and evidence relevant competencies identified in the PBS Coalition Competence Framework (2015) nationally recognised as best practice.
The module helps you to critically analyse the meaning and impact of Learning Disability and Autism, the causes of challenging behaviour and the use of a functional approach to understanding behaviour as a key concept of positive behavioural support. You will explore and critique the theory and context of PBS as a way of improving quality of life and reducing behaviour that challenges. You will develop your understanding of the importance of values-based support for people with a learning disability which acknowledges them as individuals, ensures choice and participation in their own lives and treats them with dignity and respect. You will analyse the factors affecting behaviour to identify why someone may display behaviours that challenge and understand the purpose and development process of behaviour support plans (BSP) to improve quality of life and ensure the least restrictive support strategies are used. The module helps you appreciate the importance of working together with the person, their family and other workers to assess, plan and develop behaviour support plans, understand your own role and contribution to the process and how to support the person and each other.

In this module you will explore the normal anatomy and physiology of the nervous system before applying this knowledge to the altered pathophysiology of acute and long term neurological conditions. Topics will include traumatic brain injury, brain and spinal tumours, stroke, infections, epilepsy, Parkinson’s disease, multiple sclerosis and motor neurone disease. You will learn the value and application of comprehensive neurological assessment, investigations and effective management of patients with neurological conditions. The importance and focus of contextualised interprofessional working and the scope of health care provision for neurological conditions within different health care settings will be integral to the module, including the psychological impact on both patients and their families.

Care of the acutely ill adult is challenging and complex. Following on from the National Confidential Enquiry into Patient Outcome and Death (NCEPOD, 2005) investigation into deteriorating patients in the acute care settings, the National Institute for Health and Care Excellence (NICE, 2007) produced guidelines to help with the recognition and management of the acutely ill patient . The Intensive Care Society (ICS, 2009) make explicit that the location of the patient does not determine the level of care required, and in their guidance recommend deteriorating patients, or patients at risk of deterioration, require Level 1 care. Level 1 care is defined as patients in need of additional monitoring/clinical interventions, clinical input or advice and possible critical care outreach involvement (ICS, 2009). This module is designed for nurses working within all acute settings.

The module will provide you with an increased ability to recognise, assess and manage patients that are acutely ill. Relevant anatomy and physiology will be covered with a body systems approach to some of the common acute illnesses that patients’ present with; including respiratory failure, cardiovascular failure, acute kidney injury, neurological and metabolic disorders and gastrointestinal emergencies. Holistic nursing care will be addressed during discussion on psychosocial care. Additionally, the nursing role in ensuring patient safety will be considered with inclusion of human factors in healthcare, risk assessment, early warning scoring, communication and evidence based practice. Learning will be facilitated by directed learning and the eLearning portal. It is expected that this module will give you the knowledge to assess and manage the early phases of acute illness.

On this module, you will learn to be a Newborn and Infant and Physical Examination (NIPE) practitioner. You will develop your current understanding of newborn assessment. Newborn examination skills will be enhanced to incorporate competency in performing the 4 specific screening elements of the NHS Newborn and Infant and Physical Examination (NIPE) programme, these are the examination of the newborn heart, testes, eyes and the hips. You will learn about the NHS Newborn and Infant Physical Examination Screening (NIPE) Programme and the rationale for the newborn examination standards and the implementation of the programme in the UK. You will determine how this will direct your practice and understanding of referral and decision making. Guided online learning and student-led learning will enable you to review and increase your knowledge of newborn physiology, the normal parameters of health and potential deviations from normal as well as understanding the aetiology and recognition of congenital abnormalities. You will evaluate the practitioner accountability and responsibility when assuming an extended and enhanced role, and be able to directly link this to the NMC code. This will include a review of the literature pertinent to this enhanced role, and a personal reflection on your own development.
The module will assist you to embrace specific aspects of newborn wellbeing. You will review contemporary evidence and research to evaluate care, for example neonatal jaundice. The newborn examination is an opportunity to have dialogue with parents and to reinforce health promotion messages, you will review the evidence base and communication approaches when addressing for example, safe sleeping, recognising the ill baby and responsive parenting.

In this module, you will gain knowledge and understanding of the prevention and management of both Type 1 and Type 2 Diabetes Mellitus, the complications that may occur and the effect on the patient and family. You will also develop a critical insight into the role of practice and service structures in detecting and managing diabetes and preventing or postponing complications. Topics will include; diagnosis, treatment and management of Diabetes Mellitus, risk factors and lifestyle interventions, foot care, screening for complications, emerging research and technologies and the mental health impact of living with this long term condition.
You will learn the value and application of comprehensive assessment, investigations and effective management of patients with or at risk of Diabetes Mellitus according to national standards within the context of the quality outcome framework.

This module will facilitate your development of the knowledge and skills required for safe and effective prescribing from a legally specified UK formulary. Successful completion of all components of the module will lead to the achievement of a recordable prescribing qualification with your regulatory body (NMC or HCPC). The subject areas you will study include assessing the patient and considering prescribing options, pharmacology for prescribing and de-prescribing, legal and regulatory frameworks, providing information, reaching shared decisions, monitoring and reviewing treatments, prescribing safely, professionally and as part of a team and improving prescribing practice.

The overall aim of the module aims to develop knowledge and skills for undertaking a comprehensive health history and physical assessment in Children and Young people. It is aimed at those practitioners who undertake these skills as part of their role and are able to perform in practice. In order to ensure safe patient care, students will be engaged in practical skills and knowledge development which includes patient-practitioner communication, health history elicitation, and clinical examination of physical systems, symptom recognition, and patient management. The module uses a structured approach to systematically assess and manage deteriorating children and young people. You will apply this structure to understand how children of all ages deteriorate and apply health promotion and safety netting to those children who do not need any form of treatment. You will learn the anatomical and physiological response to illness in classroom sessions, prior to applying this knowledge in simulated sessions utilising High Fidelity Simulation with Sim Baby/junior.

On this module, you will develop an increased ability to assess, examine and manage patients with a wide range of clinical presentations across the age spectrum presenting in general practice. It is expected that this module will give you the knowledge to assess and manage the patient’s ability and appropriateness to receive health interventions and refer to other health care professional as required. Summative assessment will include the achievement of clinical examination skills via an OSCE, and a reflective academic assignment. This module aims to develop practitioners to undertake history taking and examination within contemporary primary care nursing. Students will be able to demonstrate the knowledge and skills required to assess, and respond appropriately to health need, whilst working independently whilst working within legal, ethical and professional guidelines.

The module is solely for professional staff working in the clinical area of paediatric intensive care. This module is delivered in practice to form part of a staff induction, preceptorship or an agreed development package The module enables the development of knowledge and skills in the care of a child or young person requiring intensive care. It is delivered in conjunction with the completion of clinical competencies as part of the induction/preceptorship/development period in the student’s workplace. Emphasis is placed on accurate holistic and family assessment together with the subsequent development and implementation of the appropriate management plans in order to provide efficient and effective therapeutic care interventions. Working with the Multi Professional Team (MPT) to ensure high quality care is a core underpinning of this module.

The summative assessment for the module will be through the submission of a portfolio of evidence, which includes a 2500 word reflective commentary, and evidence of clinical competence. Both parts of the assessment must be successfully achieved in order to gain academic accreditation. Formative feedback on progress will be via a designated mentor and / clinical educator. Summative feedback will be provided by written comments

Core concepts
• Critical illness Pathways
• The infant and Childs airway (Children are different)
• Maintaining the airway
• Intubation
• Non-invasive and invasive respiratory support
• Non-invasive and invasive monitoring
• Supporting the circulation
• Multi organ failure
• Assessment and care planning
• Management of Pain
• Management of sedation
• Family support
• Communication in PICU
• Care planning
• Evaluation of care

The overall aim of the module is to develop the knowledge and skills required for the safe care of critically ill Children and Young People. You will gain a sound knowledge and understanding of specific physiological problems encountered in children and be able to recognise, respond and manage emergencies. This module will enable you to develop the knowledge and skills required to recognise and manage the deteriorating and critically ill child and young people. The module content closely follows the UK resuscitation council guidelines and policy.
The module uses a structured approach to systematically assess and manage deteriorating children and young people. You will apply this structure to understand how children of all ages deteriorate. You will learn the anatomical and physiological response to illness in classroom sessions, prior to applying this knowledge in simulated sessions utilising High Fidelity Simulation with Sim Baby/junior.
Summative assessment will require you to participate in simulated scenario exam this will require you to demonstrate competent practice and through dialogue rationalise actions

Content Overview
• Recognition of the critically ill Child
• Structured approach to critically ill children.
• Assessing seriously ill children:
• Paediatric Basic and Advanced Life Support
• Assessment of respiratory/ circulatory function
• Assessment of conscious level and neurological emergencies
• Exploration of clinical conditions
• Clinical decision making
• Ongoing supportive care of seriously ill children

This module is aimed at registered healthcare professionals who care for patients with respiratory disorders across all healthcare settings. The primary focus is on the normal anatomy and physiology of the respiratory system and an exploration of the altered pathophysiology of both acute and chronic respiratory disorders. Topics include, but are not limited to:

• Asthma and COPD
• Tuberculosis
• Lung transplantation
• Cystic Fibrosis
• Pulmonary Embolism
• Pulmonary rehabilitation
• Smoking cessation
• Pneumonia
• Pneumothorax
• Occupational lung disease
You will develop a comprehensive understanding of the care and treatment of these disorders, including assessment, investigations, and management. The module integrates the importance of inter-professional working and highlights the scope of healthcare provision for respiratory disorders, including the psychological impact on patients and their families.
The assessment for this module is a 3000-word case study on a chosen acute or chronic respiratory disorder. This will allow you to demonstrate your knowledge and understanding, critically analysing the condition and reflecting on best practices and implications for patient care.

In this module, you will explore the needs of the patient who has life limiting disease and is approaching the end of their life. This module will enable you to critically examine your practice when caring for this vulnerable group of patient’s and will enable you to consider the holistic needs of the patient and their carer’s. You will be encouraged to reflect and explore personal experiences arising from your own clinical practice in order to explore ways of enhancing your professional practice. The module provides the opportunity for you to identify and examine the challenges of care delivery at the end of life. You will investigate the holistic multi-disciplinary care necessary to facilitate quality end of life care. A flexible learning approach is adopted to assist in the development of specific knowledge relating to end of life care in both the cancer patient and patients suffering diseases other than cancer.

Topics will include; Contemporary policy drivers, holistic common assessment, common core principles and competences in the end of life workforce, recognition of disease trajectories in advanced disease, multi-professional working, bereavement theories and models, funding and resource issues.

In this module, you will explore the needs of the patient with advanced disease and the impact of unmet symptom management on quality of life. This module will enable you to critically examine your practice when assessing and managing symptoms and will enable you to consider the holistic needs of the patient and their carers. You will be encouraged to reflect and explore personal experiences arising from your own clinical practice in order to explore ways of enhancing your professional practice. The module provides the opportunity for you to identify and examine the challenges of managing complex symptoms. You will investigate the holistic multi-disciplinary care necessary to facilitate high quality symptom management. A flexible learning approach is encouraged to assist in the development of specific knowledge relating to

Topics will include; common symptoms in advanced disease; the physiology of pain and pain theory; pain and symptom assessment tools; pharmacological and non-pharmacological symptom management; emergencies in palliative care; symptoms in the last days and hours of life; challenges for practice; patient perspective of living with fatigue.

In this module, you will explore the foundations of cancer care by examining cancer as a chronic disease from screening and detection through to treatment, psychosocial support and the principles of palliative care.
Topics will include cancer as a health care problem in the UK, the social construct of cancer, the biology of cancer, which includes normal and abnormal cell division, and the genetics of cancer. The module has the patient and carers as a central focus therefore the psychological impact of cancer and the user perspective and living with cancer will be implicit within the module content. The prevention detection and management of cancer will be analysed and debated within the context of the UK healthcare system.
You will learn how to appraise current contemporary evidence underpinning the management of cancer in order to appreciate current standards of cancer provision with specific relevance for your clinical practice.

You will learn knowledge and skills for undertaking a general approach to health history and clinical examination of patients. You will cover biological systems in order to provide a systematic approach to history and clinical examination. The systems covered in your learning are as follows:

• Cardiovascular system
• Respiratory System
• Gastrointestinal system
• Neurological system
• Selected serious conditions

You will learn to review clinical data in order to construct clinical decisions and produce management plans. You will learn specific techniques for examination of the body for accuracy and safety. Learning will be research led by current clinical evidence including local, national and international guidelines e.g. NUTH/Northumbria Guidelines, NICE, SIGN and European clinical guidelines.

This module will allow you the opportunity to critically reflect on current children’s agenda and the impact and role of policy in developing Child and Adolescent Mental Health Services. You will gain an appreciation of the challenges in applying a model of Early Intervention from a political / financial and moral position. Exploring Early Intervention and Prevention following a development time line from conception to adolescence. The following themes will inform the module content and development.

• Promotion of mental health, early identification and early intervention for children and families in infancy, early childhood and adolescence.
• Understanding risk and fostering resilience and its role in the development / prevention of mental health issues in children and young people.
• Awareness of parenting programmes specifically utilising social learning theory models.
• Early Intervention within psychosis.
• Understanding and working with pre and peri natal mental health difficulties.
• Using a harm minimisation approach with drug and alcohol with cyp.
• Evidence based early intervention strategies/programmes in the prevention and treatment of mental health, emotional and behavioural issues.
• Preventing anxiety and depression in children and young people using FRIENDS programme

National and International statistics identify that the prevalence of Child and Adolescent Mental Health (CAMH) disorders is approximately 12.5%. Developing a multi-agency strategy for child and adolescent mental health skills development across all children’s agencies is one of the central aims of all historical and contemporary children’s policy frameworks including “Every Child Matters”, the National Service Framework (NSF) for Adult Mental Health and for Children (more recently the Children and Young Peoples Improving Access to Psychological Therapies (CYP- IAPT) and currently the publication of Future in Mind (2015) and Five Year Forward (2016) continue this direction of travel.

This module aims to provide practitioners with a critical understanding of the common emotional, behavioural and mental health issues experienced by children, young people and their families. The module may consolidate current knowledge and introduce new learning and create a discourse between theory, practice and government policy that inform service provision. The following themes will inform the content of the module:

• Social construction and deconstruction of definitions of emotional problems, behavioural problems and disorders
• Risk and Protective factors at individual, family and community level
• Working with individuals and communities to promoting resilience and maintain mental health
• Identification, critical analysis, understanding of a range of emotional, behavioural, and social problems which can arise in childhood, including attention deficit disorder and conduct disorder; anxiety, depression, obsessive compulsive disorders, post-traumatic stress disorder, pervasive developmental disorders / Autism and Aspergers Syndrome, eating problems, substance misuse
• Ethical issues: anti-oppressive practice, confidentiality, and informed consent whilst being cognisant of the Legal Framework: Children Act, Mental Health Act, Child Protection, Crime and disorder Act

This module adopts a developmental and systemic approach to understanding Child and Adolescent Mental Health (CAMH) and the recommended interventions for range of emotional and behavioural problems which can arise in childhood and adolescence. The module will support professionals, who work directly or indirectly with children and their families to critically understand and promote social, emotional, cognitive, behavioural and family development. It will also support professionals, to work in collaboration with children, families and in partnership with other professionals and agencies in order to provide effective care for children at different stages in their development. The module is complementary to the modules AC6729 Prevention & Early Intervention in Child and Adolescent Mental Health & AC6730 Understanding Common Presenting Problems in Child and Adolescent Mental Health..

National and International statistics identify that the prevalence of CAMH disorders is 12.5%. Developing a multi-agency strategy for child and adolescent mental health skills development across all children’s agencies is one of the central aims of all contemporary children’s policy frameworks in particular Children and Young Peoples Improving Access to Psychological Therapies (CYP- IAPT) and the governments paper on Transforming children and young people’s mental health provision. The following will form the content of the module.

• Provide learners/practitioners with a critical understanding of evidenced based psychotherapeutic interventions with children, young people and their families Assessment and Clinical Formulation in CAMHS.
• Systemic and family intervention with children young people and families.
• Solution Focussed and Narrative Approaches
• Cognitive Behavioural Approaches with Children and Young People
• Play Therapy with Children and Young People
• Ethical issues: anti-oppressive practice, confidentiality, and informed consent underpin the module content and the context of practice.

This module will prepare you to increase your current knowledge and skills relating to chemotherapy practice. The emphasis is on the holistic needs of the patient and their family/carers and you will consider contemporary issues in chemotherapy for the multi-professional team.
You will refine your understanding and evaluate the thorough assessment required for effective management of patients receiving chemotherapeutic drugs. This will be achieved through an examination of module content which will include, the biology of cancer and the cell cycle, drug pharmacology, risk management and clinical governance, safety and handling and the management of clinical emergencies. The content will enable you to develop knowledge and understanding about the principles of chemotherapy in relation to cancer cell physiology. It will also enable you to critically examine effective care and support of patients receiving cytotoxic drugs, You will learn how to appreciate the current levels of knowledge required to practice safely through examining in detail the key clinical processes and current research evidence to critically evaluate its application to your role. This will include the current research evidence-base, government policy, professional guidelines, pathways of care and the perspective of service users and their carer’s.

You will learn and develop skills to become a critical consumer of evidence and research as it relates to local and national contemporary health and social practice. You will explore differing philosophies underpinning evidence assessing the quality of evidence in relation to your context of health & social provision, and the politics of evidence-based practice. You will learn to debate the philosophical theoretical and methodological underpinnings of the nature and variety of evidence used in practice. You will be expected to progress and develop practice through the acquisition of advanced skills in synthesis, knowledge and theory. In addition, you will gain skills through appraisal of practice examples, reflecting the politics of practice review and inquiry, exhibiting skills in presentation, negotiation, and networking, essential in health and social practice environments.

On this module you will develop an increased ability to assess and manage patients with a wide range of sexual health requirements across the age spectrum across a variety of health care settings. It is expected that this module will give you the knowledge to assess and manage the patient’s ability and appropriateness to receive preventative health interventions in accordance with local and national policy drivers. Summative assessment will include the achievement of clinical competencies, which have been benchmarked at a national level, a reflective academic assignment and a schedule of short answer and scenario-based questions. This module aims to develop practitioners to undertake preventative and management interventions within contemporary sexual health nursing. The module will facilitate you to identify when patients require referral into specialist sexual health services for the management of complex presentations, sexual violence and/or psychological issues Students will be able to demonstrate the knowledge and skills required to assess, and respond appropriately to health need, whilst working independently and within legal, ethical and professional guidelines. You will have the opportunity to complete the national cervical screening training during this module if you have not previously completed this core skill.

The pre-hospital and critical post-operative care for perioperative practitioners module has been designed to allow a detailed inspection of the stages of perioperative care associated to complex patient encounters. As there are now an increasingly large number of surgical treatments, alongside an ageing population and improved standards of care among co-morbid patient populations complex encounters are to be expected within the perioperative environment.

Throughout this module, you will examine pre-hospital patient assessment and direct patient admission to the perioperative environment, which will include interventional environments such as cardiology for example. By understanding pre-hospital assessments and interventions to stabilise patients for transfer, perioperative practitioners can be more effective for these complex patients. Additionally in this module, you will look to explore the critical care environment, exploring the fundamental differences between perioperative and critical care practice. You will explore complex patient transfer between the operating theatre and critical care unit and introduce the concepts which will allow perioperative practitioners to be more effective when assisting in the care of critical care patients.

Due to an increased critical care staffing requirement, this module will prove to be useful for Operating Department Practitioners (ODPs) who will be expected to work in acute care environments including critical care and resuscitation departments. This module looks to fill a professional development requirement exposed by the COVID-19 pandemic.

The inter-professional collaboration, support and supervision module has been designed to offer a forum for students to engage with discussion and topical debate related to the perioperative environment. Due to having numerous professional, statutory regulatory bodies (PSRB) within this environment, the interactions are often complex and multi-faceted. This module is designed to define the PSRBs seen within the perioperative environment and identify the common metrics which indicate performance, whilst also identifying some of the more challenging elements of effective interprofessional working.

Some of the theoretical topics which will be discussed within this module are ergonomics, human factors, patient safety, professional socialisation and clinical supervision. Through discussion of these topics, within a perioperative context, there will be an opportunity to engage with debate and identify the principles of education and support within the operating theatre. The pillar which this module aligns to is the education pillar, so the primary focus of this module will be support and supervision, overlaid to the defined PSRBs.

Through discussion of key educational and developmental documentation, for example Northumbria University North-East Practice Assessment Document (NEPAD), Health and Care Professions Council Professional Declaration and Nursing and Midwifery Council Revalidation, you will be able to engage with iterative analysis of your own role in the support and supervision of students and qualified staff. The inclusion of these documents and processes will allow tangible progress to be made in relation to the summative assessment, which will require a critical analysis of the key topic literature.

The enhanced perioperative practice module will allow you the opportunity to explore the core phases of working in the operating department. The component phases are anaesthetics, surgery, and post-anaesthetic care, which will allow for a refreshed overview of the professional regulations, guidelines and policies related to general perioperative practice. By integrating a focussed presentation and written reflection, this allows flexibility within the summative assessment, meaning learning and development can be bespoke to your individual requirements. This summative assessment is designed to allow for presentation of learning outcomes, meaning your poster presentation and written reflection can be used to feedback to your clinical environment and be used for HCPC professional declaration or NMC Revalidation.

There will be a group of specialist educators delivering your sessions, specialising in either anaesthetics, surgery, or post-anaesthetic care. These focussed lectures and seminars will give a useful overview of perioperative practice and allow topical debate on contemporary issues within each perioperative phase. Due to specialist educators delivering these sessions, you will be provided with novel and interesting clinical and workforce theories, alongside contemporary research evidence related to each component phase.

Due to the wide educational remit of this module, previous knowledge of perioperative practice is strongly recommended, however, should this not be the case, your Module Leader will be able to provide a structured and functional learning plan whilst undertaking this module.

The genomics, pathology and complexities of care module will engage with both historical and contemporary debates around the care of patients with both common and less common pathologies. This module will aim to explore human cellular function, identifying the role genes play in both typical physiological function and atypical physiological processes. Through exploration of cellular function, you will be guided through directed study of the human body systems, which will allow a structured approach to learning. Your learning will be guided towards pathologies which are commonly seen in the UK population, but you will also be given the opportunity to discuss those which occur less frequently.

A group of specialist lecturers will identify and prepare topics within this module will be primarily focussed around the perioperative environment, allowing some in depth discussion to take place around the identified pathologies. The chosen pathological topics will aim to catalyse debate of the complexities associated to the disease process in question, and the current treatment regime. This will allow a critical analysis of international, national and local guidelines, while offering the opportunity to identify areas for further learning activity. Your teaching team will work closely with you to identify topics of personal or professional interest which can then be focussed towards your summative assessment.

During this module you will develop your knowledge and skills in supporting survivors of all types of sexual abuse. This will include critical evaluation of key theoretical concepts underpinning the nature of sexual violence/abuse. This module is aimed at and open to those that work with adults, young people and children within the health, social care, and education setting. The module aims to develop knowledge of the factors that influence the sexual violence/abuse of children, young people, and adults. You will develop a critical understanding of legislation governing the role and responsibilities of the professional in supporting, signposting, and safeguarding people.

More specifically, in this module you will explore and learn what is defined by sexual violence/abuse and the complexity of this topic (sexual violence is a term that incorporates many different sexually violent crimes). This will include in-depth analysis of sexual violence statistics; the increased rates of disclosures following high profile historic sexual abuse case and the #metoo movement; the burden of sexual violence/ abuse on immediate and long-term health, the impact on government monies and the emotional effect on professionals supporting survivors. There will be a critical exploration of gendered based abuse and sexual violence as a continuum in society; Victim blaming and disclosure - myths, unconscious bias, and assumptions surrounding sexual violence and the barriers for disclosure; explore disclosure - whom people disclose to, response in both the social and formal setting and the impact of the response on health and wellbeing. We then go into depth regarding emphasising knowledge of the links to risk, indicators, impact, legalities, signposting. Legal & Professional Frameworks: exploring the legal considerations should the case go to court – awareness of procedure CSP / expert witness Vs professional witness / giving evidence.

Throughout the module we will also touch upon: trauma focused practice, ethical, legal, personal, socio economic, environmental and cultural considerations and frameworks; current legislation and policy regarding to sexual violence / abuse; response to public enquires and serious case review; working with abusive families; empowerment, power and relationships; self-safeguarding; professional roles and discipline guidelines, inter-disciplinary and inter-agency working; collaborative working practice, sharing of information and overcoming territorial historical boundaries. You will also explore comprehensive assessments, documentation, personal conflict issues, advocacy and dealing with sensitive and difficult situations. As part of this module, we will build on skills you will already have around communication, escalating concerns, vulnerable adults, dignity and respect. We will also explore capacity and consent in complex situations.

During this module you will develop your knowledge and skills in safeguarding adults, young people and children. This will include critical evaluation of key theoretical concepts underpinning safeguarding. This module is aimed at and open to those that work with adults, young people and children within the health, social care, and education setting. The module aims to develop knowledge of the factors that influence the abuse of children, young people and adults and consider when early intervention is required to support adults at risk, children, young people and their families. You will develop a critical understanding of legislation governing the role and responsibilities of the professional in safeguarding people.

Throughout the module you will explore and learn: definitions of abuse, historical and current perspectives of abuse and statistical evidence; ethical, legal, personal, socio economic, environmental and cultural considerations and frameworks; current legislation and policy regarding to safeguarding people; response to public enquires and serious case review; working with abusive families; empowerment, power and relationships; self-safeguarding; professional roles and discipline guidelines, inter-disciplinary and inter-agency working; collaborative working practice, sharing of information and overcoming territorial historical boundaries; you will also explore comprehensive assessments, thresholds for intervention, documentation, personal conflict issues, advocacy and dealing with sensitive and difficult situations. As part of this module we will build on skills you will already have around communication, escalating concerns, vulnerable adults, dignity and respect. We will also explore capacity and consent in complex situations.

The module focuses on three key elements:
• Analysis of the core public health principles, models and approaches to assessment and motivational interviewing to develop a robust formulation of evidence to underpin partner notification practice
• Evaluation of the core elements that constitute safe, ethical and person-centred partner notification
• How to undertake client partner notification processes informed by appropriate legal, ethical and professional frameworks and guidance, and articulate and document your evidence-based decision making for any partner notification interventions you provide or refuse.

The module introduces you to the existing evidence base which informs your practice; enables you to understand and critique the evidence and apply it to your own practice. You will learn how to; find and critique evidence directly related to the module using online library and skills plus services, develop your writing, referencing and presentation skills at graduate level enabling you to build upon and further develop your current academic skills. The module develops your ability to understand how to undertake partner notification with your client, based upon current legal, ethical and professional guidance and advise the client on possible preventative and treatment options including the risks and benefits. This will require you to articulate and document evidence based defensible decision making related to partner notification practice. It also helps you to evaluate your own practice setting in terms of what constitutes safe and ethical practice.

During this module you will develop your knowledge, skills and expertise in supervising and assessing individuals and groups of both patients and other learners in a classroom environment and a clinical practice environment. This will include an evaluation of key theoretical concepts underpinning learning, supervising and assessment. Building on and deepening prior learning you will further develop a greater understanding of how patient education in clinical practice can influence ill health prevention and the holistic health and wellbeing of the individual. This will include an analysis of the barriers and enablers to your practice role in helping patients learn and change their behaviour. You will also explore models of education in theory and practice contexts and you will practice the delivery of teaching and learning to other individual learners and groups of learners working in clinical practice. Building on prior learning you will explore how assessment influences learning and critique the learning challenges of different types of supervision and assessment, including the practice supervision and assessment of competency.

In this module you will develop a comprehensive understanding of quantitative, qualitative, and mixed-methods research theories, approaches, and methodologies. Throughout the module, you will engage with research experts to conceptualise the different approaches to research being undertaken at the forefront of academia and practice. By the end of this module, you will be able to recognise and critically evaluate quantitative, qualitative, and mixed-method theories, approaches and methodologies. You will also be able to justify their use in the field. This module will prepare you for your dissertation module.

The module will focus on the development of expertise in leading educational practice for a variety of learners, supervisors, assessors and the wider workforce within a professional context. As a student on this module, you will engage in work based inter-professional learning, teaching and development opportunities with a range of learners and educational partners to support and advance professional education in practice. Campus based sessions will critically explore and apply a range of teaching and learning theories and strategies and will be supported by directed, group and e-learning activities. This will include use of Blackboard Ultra the Modules e-Learning Platform (eLP) to access Panopto (lecture capture recordings) and video activities as well as the use of a range of other online learning and teaching technologies and applications as directed by the module team. Peer, tutor, supervisor and/ or mentor formative feedback will support individual development. Summative assessment will require verification of the achievement of educational standards in practice and the submission of a critically reflective account of your development as an educationalist and their impact on teaching and learning in practice.

Subject areas you will study include:

Context of learning, specialist practice, Interprofessional learning, policy drivers
Designing, planning, implementing and evaluating a range of evidence based learning experiences and curricula for learners, supervisors, assessors, mentors and the wider workforce.
Applying and critiquing teaching and learning theory and practice.
Learning and teaching strategies, working with individuals, leading and facilitating small and large groups.
Formative and summative assessment, assessment of and for learning.
Constructive feedback, feed-forward.
Analysis of complex information, judgements and decision-making, challenges for professional education.
Developing professional supervisory relationships.
Professional codes/educational standards, accountability
Leading and developing practice education, higher education and practice partnerships.
Maintaining and enhancing quality in educational practice.

This module will focus upon three central and complex areas key to the development of your own practice i.e. Leadership, Management and Decision Making. The module will therefore prepare you to apply effective leadership within the delivery of your service. You will learn about models and frameworks of leadership and application of these within your area of professional practice. This will include leadership styles, communication strategies and conflict management. You will learn to access strategies and behaviours for effective leadership and management that will assist you in achieving and maintaining leadership of self and others. Module content will also include the main theoretical approaches to decision making and allow you to explore and apply these principles. You will learn to evaluate the complexity and uncertainty within which judgements and decisions are made, examining how decision-making skills are acquired and better utilised in the range of health and social practice.

This module is for students on the BSc Health and Social Practice programme. This module will help you advance your knowledge, understanding and skills in relation to leading practice in your own professional field. You will have the opportunity to identify an area of contemporary practice with a focus on quality improvement, seeking to improve service user outcomes through the systematic review of services against specific criteria. Following this, recommendations for service improvement are identified. You will have the opportunity to plan and complete an evaluation, sourcing and critiquing a range of relevant contemporary evidence, apply leadership and change theories and contextualise learning in order to prepare you for leading practice. The module content will include, clinical evaluation approaches, leadership and change theory, development of strategic leadership skills and networking, promotion of research-based practice and integration of research and theory to practice. You will have the opportunity to apply and relate what you learn on the module towards your academic assessment, which is the development and presentation of a poster.

In this module you will explore the anatomy and physiology of the heart before applying this knowledge to the altered pathophysiology of acute and long term conditions associated with heart disease. Topics include coronary heart disease, heart failure and atrial fibrillation. You will learn the value and application of comprehensive assessment, investigation and management of patients with the common heart disease presentations. The importance and focus of contextualised inter-professional working, patient empowerment and the scope of health care provision for certain heart disease conditions within primary care settings will be integral to the module, including the holistic impact on both patients and their families.

You will develop your knowledge and understanding of the infant and family requiring Neonatal Intensive care. You will understand complicated altered physiology that leads to the need for intensive support and physiological care of the infant. You will learn the importance of a collaborative approach to family centred care and how the needs of the infant and family are essential to Neonatal intensive practice.
You will understand the complexities of caring for a child requiring intensive care in relation to nutrition, hydration, pain management, infection prevention, resuscitation, palliative care, discharge and transfer to neighbouring units or home. The module builds on the subject matter covered in the specialist and high dependency module. The subject matter may appear similar; however, the focus is very different when considering intensive care, as opposed to specialist and high dependency.

You will develop your knowledge and understanding of the infant and family requiring specialist and high dependency care. You will begin by understanding neonatal physiology from conception to birth, and understand how an infant’s physiology changes to adapt to extra uterine life. You will also learn how any altered physiology/abnormality can lead to ill health within the Neonatal period, requiring specialist and high dependency care. You will learn the importance of a collaborative approach to family centred care and how the needs of the infant’s family are essential to Neonatal practice. You will understand the complexities of caring for a child requiring specialist and high dependency care in relation to nutrition, hydration, pain management, infection prevention, resuscitation, discharge and transfer to neighbouring units or home. The module builds the foundation to discuss these issues and others in the intensive care infant, in the second module of the award.
You will also learn how neighbouring units care for infants and will discuss differences in care and practice to understand Neonatal care regionally.