SHE Level 2
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M2B723313
Module Leader Mark Gallagher
School School of Health and Life Sciences
Subject Nursing
  • B (January start)
  • A (September start)

Pre-Requisite Knowledge

Completion of progression point 1

Summary of Content

This module will enable students to focus on the additional and unmet health needs of people with learning disabilities and to develop culturally appropriate evidence based therapeutic interventions. There will be a focus on health inequalities, health promotion, and health improvement. Within this module the term complex needs will refer to people with profound and multiple learning disabilities, mental ill health, challenging behaviour, old age learning disabilities, dementia, and autistic spectrum disorders. A key focus of the module will be on the physical health needs of people with learning disability.


Health focus: health improvement, health promotion and addressing health inequalities Complex Health Needs including Health Needs Assessment, promotion and maintenance Assessment, care planning and evaluation Evidence based practice and learning disabilities research Multi-professional and multi-agency approaches to meeting complex needs Assessment and design of therapeutic interventions for complex needs including: -359 ? Syndromes and genetic conditions ? Epilepsy ? Profound and multiple learning disabilities including associated physical disabilities e.g. cerebral palsy, spina bifida, sensory impairment, epilepsy. ? Mental health ? Challenging behaviour ? Old age learning disabilities / dementia ? Autistic spectrum disorder ? Health needs of BME communities Nutrition and hydration. Sexual health and relationships Daily living - e.g. breathing, positioning, sleep patterns, mobility, moving and handling. Dysphagia / feeding / gastrostomy. Continence and incontinence. Pharmacology - administration of medications Mechanisms of disease - aetiology and pathology Specific nursing skills and procedures 10 Essential Shared Capabilities (ESC). NMC Competences D1 1.1, 4.1, D2 3.1 D3 1.1, 3.1

Learning Outcomes

On completion of this module students should be able to:1. Examine the evidence surrounding the particular health needs of people with learning disabilities and how these differ from the general population2. Discuss the principles and practice of health promotion and health improvement and the application to the specific communication needs of people with learning disabilities3. Demonstrate an understanding of the relationship between mental health, physical health and learning disabilities and how this applies to common illnesses and conditions experienced by people with learning disabilities4. Identify the components of assessment of physical health needs, taking account of the unique circumstances of the individual with learning disabilities5. Understand the pathology, diagnosis and treatment of epilepsy specific to people with learning disabilities and the specific conditions in which epilepsy is prevalent and epilepsy syndromes linked to learning disabilities6. Discuss the principles of palliative care, end-of-life care and advance care planning and how to apply these to the care and treatment of people with learning disabilities, their families and carers7. Discuss the impact of medicines and other treatments on the physical and mental health of people with a learning disability8. Discuss ways to engage in, develop, and disengage from therapeutic relationships through the use of appropriate communication and interpersonal skills

Teaching / Learning Strategy

The module will be delivered either online via GCULearn or face-to-face. Students may elect to study the module either online or face-to-face, but may not transfer between the two. The teaching and learning strategy provides an educational framework which promotes active learning. A blended approach to learning and teaching will be adopted to include a balance of teaching methods, including, lectures, seminars, tutorials, directed and self directed learning. Learning and teaching strategies will enhance student engagement, accessibility, flexibility and personalisation of the curriculum through the use of technology/digital learning where appropriate. Lecturers, service partners, users, carers and students will contribute to the authenticity of the teaching and learning experience. Formative assessment will include presentation of the first patch and a 1000 word reflective piece to explain the selection of items for the mini portfolio

Indicative Reading

Atherton and Crickmore Ed. (2011), Learning Disabilities, Toward Inclusion 6th Ed., Churchill Livingstone Elsevier. Clark, L. and Griffiths, P., (2008), Learning Disabilities and other intellectual impairments, meeting needs through health services, John Wiley & sons. Emerson E, Baines A (2010) Health Inequalities and People with Learning Disabilities in the UK: 2010. Improving Health and Lives Learning Disabilities Observatory, Lancaster. Jukes, M. (2009), Learning Disability Nursing Practice: origins, perspectives and practice, Quay books, London. Grant, G., Ramcharan, P., Flynn, M. & Richardson, M. 2010, Learning disability: A life cycle approach. OU Press, Milton Keynes. Health Equalities Framework (2013) The Health Equalities Framework (HEF) An outcomes framework based on the determinants of health inequalities. UK learning Disability Nurse Consultant Network. Improving Health and Lives (2012) People with Learning Disabilities in England in 2011: Services and Supports. IHAL, Lancaster. Mandelstam, M. 2010, Quick guide to community care practice and the Law. Kingsley, London. McCormack, B., McCance, T. 2010, Person- centred Nursing: Theory and practice. Wiley- Blackwell. Oxford Mencap. 2007, Death by Indifference. Mencap, London. NHS Health Scotland. 2004, Health needs assessment report: People with learning disabilities in Scotland. NHS Health Scotland, Glasgow. Scottish Executive. 2002, Promoting health supporting inclusion. The Stationery Office, Edinburgh. Scottish Executive. 2004, Health Needs Assessment Report - People with Learning Disabilities. HMSO, Edinburgh. Scottish Executive. 2005, Delivering for Health. Scottish Executive, Edinburgh. The Scottish Government (2012) Strengthening the Commitment The report of the UK Modernising Learning Disabilities Nursing Review. Edinburgh, APS Group Scotland. The Scottish Government (2012a) The same as you? 2000-2012: Consultation Report Edinburgh, APS Group Scotland The Scottish Government (2013) 'The keys for life, improving quality of life for people with learning disabilities'. Edinburgh, APS Group Scotland Williams V (2013) Learning Disability Policy And Practice . Palgrave MacMillan. Great Britain.

Transferrable Skills

Develop independent learning by working in a self-directed manner Develop study and IT skills to underpin effective learning Develop critical thinking, decision making and communication skills Work effectively with others Underpin professional practice through reflection and the integration of theory and practice Appreciate the need for a high level of ethical and professional conduct

Module Structure

Activity Total Hours
Independent Learning (FT) 126.00
Seminars (FT) 18.00
Tutorials (FT) 24.00
Assessment (FT) 20.00
Lectures (FT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% Patchwork text to include a series of patchwork items each 500 words egPatchwork 1 mini portfolioPatchwork 2 visual patch (photo, dvd, blog, podcast, poster, leaflet)Patchwork 3 group patchPatchwork 4 online discussionPatchwork 5 literature review of 1 articlePatchwork 6 narrative, critical incident