SUPPORTING ANTICIPATORY CARE FOR LONG TERM CONDITIONS (LEVEL 9)

SHE Level 3
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code M3B723076
Module Leader Lisa Barr
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This theory-based module aims to provide students with the opportunity to explore the topic area by analysing contemporary themes associated with Anticipatory Care for Long Term Conditions. From a bio-psychosocial perspective, students will explore the cause and effect dimensions of living with a Long Term Conditions and explore the role of health care professionals/practitioners in contributing to care delivery/service development. Consequently, students will have the opportunity to discuss current strategies and frameworks associated with the assessment, planning and implementation of care.

Syllabus

Epidemiology and Aetiology of Long Term Conditions Policy drivers: National and Local strategies Models of Anticipatory Care for Long Term Conditions Management Patient Centred Care & Self-management principles and strategies Health Inequalities Health Promotion Theory Empowerment, advocacy and capacity building Working in Partnership Anticipatory Care Planning, Transition and Rehabilitation Referral pathways Telehealth and Telecare The role of Third Sector/Voluntary Organisations

Learning Outcomes

On successful completion of this module the student should be able to:1. Explore the health burden associated with Long Term Conditions and their contemporary focus within health care policy2. Analyse the bio-psychosocial impact of long term conditions on individuals, carers, families and society3. Discuss contemporary models of Anticipatory Care which support the collaborative management of individuals with Long Term Conditions and targeting interventions for high risk groups within the population4. Explore the role of the health professional/practitioner regarding the utilization of Evidence Based Practice 5. Discuss the contribution of partnership working within and across health, social care sector and other relevant contributors.

Teaching / Learning Strategy

This module can be delivered in three different combinations of lectures, seminars, tutorials, interactive discussions, workshops, directed and self-directed study. This combination will depend on whether the module is being delivered on site at GCU ' face to face', 'blended' at GCU or a venue other that GCU e.g. Contractual international agreement or being delivered completely 'online' . The student will always obtain the equivalent of 36 hours of contact time with the module team, excluding individual academic support. The fundamental aim of the teaching and learning strategies, irrespective of delivery mode is to support the development of autonomous, independent problem solving and decision making within the parameters of their profession competence, role and employers agreed vicarious liability (or equivalent). The teaching and learning strategy involves a range of student centred methods including lectures, case study based seminars and group work. The virtual learning environment, GCU Learn, will provide a platform for peer support and independent study materials. These resources will provide opportunities for students to enhance skills of evaluation and synthesis and develop creative and original responses to knowledge and understanding of the subject commensurate with SCQF level 9 characteristics. Similarly, academic guidance will be provided on an individual and group basis. Students will be provided with the opportunity to submit a short formative essay plan.

Indicative Reading

Barry, A & Yuill C (2008) Understanding the Sociology of Health (2nd edition) London: Sage Publications. Carrier, J. (2016) Managing Long-term conditions and Chronic Illness in primary Care: A guide to good practice (2 nd edition). Oxon: Routledge. Coulter A., Roberts S. & Dixon A. (2013) Delivering better services for people with long-term conditions. Building the house of care. The Kings Fund. Denny, E & Earle S (2009) The sociology of long term conditions and nursing practice, Palgrave Macmillan. Department of Health. (2002) The Expert Patient: A new approach to Chronic Disease Management in the 21st Century. HMSO: London. Graham H. (2009) Understanding Health Inequalities (2nd edition). Open University Press. (available as an e-book via GCU library ) Gerrish, K., Lathlean J. (2016) Eds The Research Process in Nursing (7 th edition): Oxford Blackwell Publishing Ltd. (available as an e-book via GCU library) Lloyd C.E. & Heller T. (2012) Long Term Conditions: challenges in Health and Social Care. London: Sage Publications. Locke, L., Silverman, Locke, LF, Silverman SJ, Spirduso W (2010) Reading and understanding research (3rd edition). London: Sage Publications. Naidoo J & Willis J (2009) Health promotion foundations for practice (3 rd edition). London: Balliere Tindall. Newman, S., Steed, L., & Mulligan, K. (2009) Chronic Physical illness: self management and behavioural interventions. London: McGraw Hill. (Available as an e-book via GCU library) Nicol J. (2015) Nursing Adults with Long Term Conditions (second edition). London: Sage Publications. Nolte, E., & McKee, F. (2008) Caring with people with chronic conditions: a health system perspective. Maidenhead: McGraw-Hill. (Available as an e-book via GCU library) Porth, C. (2016) Pathophysiology: Concepts of altered health states. 9th ed. Lippincott Williams & Wilkins: Philadelphia. Scottish Government (2008) "Gaun yersel: the self management strategy for long term conditions in Scotland", Edinburgh. Scottish Government (2012) A National Telehealth and Telecare Delivery Plan for Scotland to 2016: Driving Improvement, Integration and Innovation. Wills J. (2014) Fundamentals of Health Promotion for nurses (2 nd edition). West Sussex: John Wiley & Sons Ltd. (available as an e-book via GCU library ) Wooton, R., Dimmick, S.L., Kevdar, J.C. (2006) Home Telehealth: connecting care within the community, The Royal Society of Medicine Press. (Available as an e-book via GCU library)

Transferrable Skills

- Work in a self directed manner, taking responsibility for own learning, personal development and practice competence. - Develop communication and IT skills to underpin effective learning. - Communicate effectively in both written and oral forms. - Work effectively with others. - Underpin professional development by integration of theory and practice.

Module Structure

Activity Total Hours
Lectures (FT) 20.00
Independent Learning (FT) 144.00
Assessment (FT) 20.00
Seminars (FT) 16.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% 3,000 word essay