SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB726223
Module Leader Lisa Barr
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)

Summary of Content

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


Epidemiology and Aetiology of Long Term Conditions Policy drivers: National and Local strategies Contemporary 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 and Leading in Partnership Anticipatory Care Planning, Transition and Rehabilitation Referral pathways Telehealth and Telecare The role of Third Sector/Voluntary Organisations

Learning Outcomes

By the end of the module the student should be able to:1. Critically explore the health burden associated with Long Term Conditions and their contemporary focus within health care policy2. Critically analyse the bio-psychosocial impact of long term conditions on individuals, carers, families and society3. Critically 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. Critically explore the role of the health professional/practitioner regarding the utiliSation of Evidence Based Practice5. Critically 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 10 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. 2016. Understanding the Sociology of Health (4th 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. & HEWISON A. 2016. The sociology of long term conditions and nursing practice (3 rd edn), Palgrave Macmillan. DEPARTMENT OF HEALTH. 2002. The Expert Patient: A new approach to Chronic Disease Management in the 21st Century. HMSO: London. GERRISH, K., LATHLEAN J. 2016. The Research Process in Nursing (7 th edn). Oxford Blackwell Publishing Ltd. (available as an e-book via GCU library) HUTCHISON, D. 2016. Long Term Conditions: A Manual for General Practice Nurses. CreateSpace Independent Publishing Platform LLOYD, C.E. & HELLER, T. 2012. Long Term Conditions: challenges in Health and Social Care. London: Sage Publications. LOCKE, L., SILVERMAN, S.J., SPIRDUSO, W. 2010. Reading and understanding research (3rd edn). London: Sage Publications. NAIDOO, J. & WILLS, J. 2009. Foundations for Health promotion (4th edn). United Kingdom: 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 (2 nd edn). 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 .2012. A National Telehealth and Telecare Delivery Plan for Scotland to 2016: Driving Improvement. Integration and Innovation. SCOTTISH GOVERNMENT. 2008. "Gaun yersel: the self management strategy for long term conditions in Scotland" Edinburgh. WILLS, J. 2014. Fundamentals of Health Promotion for nurses (2 nd edn). West Sussex: John Wiley & Sons Ltd. (available as an e-book via GCU library ) WISTOW, J., BLACKMAN, T., BYRNE, D.S & WISTOW, G. 2016. Studying health inequalities: an applied approach. Bristol: Policy Press 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) URL's <> (long term conditions alliance) <> <> <> <> <> <> <> ualityOutcomesFramework.aspx <> <> <> <> <> <> <> <> Carers/Blogs: <> <> Anticipatory Care Planning: <> -900 <>

Transferrable Skills

Development, or enhancement, of - Independent learning skills - Critical thinking and decision making skills - Study, IT and time management skills - Professional and ethical values aligned with professional practice - Communication and team working - Theory and practice integration and problem solving - Digital and health literacy skills - Assertiveness, confidence - Citizenship - Reflection

Module Structure

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

Assessment Methods

Component Duration Weighting Threshold Description
Course Work 01 n/a 100.00 40% 3000 word essay