WORKING WITH VULNERABLE POPULATIONS

SHE Level 4
SCQF Credit Points 20.00
ECTS Credit Points 10.00
Module Code MHB726229
Module Leader Bernadette Bradley
School School of Health and Life Sciences
Subject Nursing
Trimesters
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This module is designed to support students to develop the confidence, skills and knowledge required to care for, and work together responsibly and holistically with, vulnerable and diverse populations across the age continuum in a variety of settings, including with; families, addictions, homelessness and care experienced individuals. Students will critically explore and analyse fundamental concepts associated with vulnerability in relation to children, young adults, mental health, learning disability and adults with incapacity. Ethics, current legislation, professional bodies, policies and frameworks, will be critically explored within the context of vulnerable populations. The significance of therapeutic relationships, person centred approaches, cultural competence, communication, leadership and partnership working, will be threaded through the module as key to supporting students to learn to work effectively with vulnerable populations.

Syllabus

Theory in relation to vulnerability and safeguarding across the age spectrum, will take cognisance of diversity and culture, and will include: - Key policy drivers & legislation specific to safeguarding and vulnerability - Assessment and decision making - Professional responsibility - Principles of ethics - Leadership and communication - Partnership working and sharing information - Social Determinants of Health, ACEs and inequalities - Financial Inclusion - Professional and personal resilience

Learning Outcomes

On successful completion of the module the student should be able to:1. Critically explore the professional roles and responsibilities of those responsible for working with vulnerable populations across the age continuum.2. Critically evaluate the drivers, policies and theories specific to safeguarding and working with vulnerable populations.3. Explore and critically analyse legislation and ethical principles which support and safeguard vulnerable populations4. Critically analyse the impact of inequalities on vulnerable populations across the age continuum.5. Critically evaluate and explore the skills and knowledge required to promote contemporary, safe and effective person centred engagement with vulnerable populations6. Critically analyse the challenges and barriers of contemporary practice in relation to vulnerable populations.

Teaching / Learning Strategy

The teaching and learning strategy is designed to reflect the educational diversity of students and practitioners who may engage with this module. The virtual learning environment, GCU learn, will provide a platform for blended learning, which will include independent study materials and online resources to support preparation for lectures. Additional teaching and learning methods will include seminars, group work and case based discussion, with a view to supporting those undertaking the module to apply learning to their profession, field of practice and/or area of expertise. Academic support and guidance will be integrated through the module. As this module addresses vulnerability across the age continuum, external experts and agencies with relevant experience will be sought to contribute as appropriate to module teaching.

Indicative Reading

MacIntyre, G., Stewart, A. & McCluske, P., 2018. Safeguarding Adults: Key themes & issues. London:Sage NORTHOUSE, P., 2018. Leadership: Theory and Practice. 8 th ed, London: Sage RODWELL, S. & WATSON, G., 2014. Safeguarding and Protecting children, young people and families. Sage Publications, London SCOTTISH COMMISSION FOR LEARNING DISABILITY (SCLD), 2019. Available online. <https://www.scld.org.uk/> [Viewed 27 th August 2019] SCOTTISH GOVERNMENT., 2019. Supporting People with Learning Disabilities. [online] Scottish Government. [Viewed 27 th August 2019] Available from: <https://www.gov.scot/news/supporting-people-with-learning-disabilities/> SCOTTISH GOVERNMENT., 2019. Keys to life: Implementation, framework and priorities 2019 - 2021. [online] Scottish Government. [Viewed 27 th August 2019] Available from: <https://www.gov.scot/publications/keys-life-unlocking-futures-implementation-framework-priorities-2019-21/pages/4/> SCOTTISH GOVERNMENT., 2017. Mental Health Strategy 2017 - 2027. [online] Scottish Government. [Viewed 27 th August 2019] Available from: <https://www.gov.scot/publications/mental-health-strategy-2017-2027/> SCOTTISH GOVERNMENT., 2014. Children and Young People (Scotland) Act, Edinburgh SO SCOTTISH GOVERNMENT., 2012. A Guide to Getting it Right for Every Child. [online] Scottish Government. [Viewed 27 th August 2019] Available from: http://www.gov.scot/Resource/0045/00458341.pdf\ STANLEY, D., 2019. Values-Based Leadership in Healthcare: Congruent Leadership Explored. London: Sage

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 - Reflection

Module Structure

Activity Total Hours
Seminars (FT) 24.00
Independent Learning (FT) 108.00
Lectures (FT) 48.00
Assessment (FT) 20.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 40% 3000 word Written Assignment