SHE Level 5
SCQF Credit Points 15.00
ECTS Credit Points 7.50
Module Code MMB723446
Module Leader n/a
School School of Health and Life Sciences
Subject Nursing
  • A (September start)
  • B (January start)
  • C (May start)

Summary of Content

This theory- and applied, critical skills-based module aims to provide practitioners with advanced knowledge and skill development in enabling and supporting self-management in practice. The module specifically aims to help practitioners to understand and reinforce the values and principles associated with supporting person-centred self-management in their practice setting. The module will focus on theories and contemporary models of self-management support, person-centred care delivery, enabling and supporting change from a multidisciplinary, whole systems perspective. Practitioners will have the opportunity to develop a critical awareness and analysis of contemporary approaches and interventions to supporting self-management, to challenge values, practices and assumptions around supporting self-management in practice, and further develop and practice skills in the assessment, planning and implementation of self-management support strategies and approaches, using scenario and role-play based learning. Practitioners will be expected to contextualise their learning within current local and national health and social care policies, priorities and frameworks relevant to their own practice setting.


-360b7 Policy drivers: local, national and global strategies for supporting self-management b7 Theoretical perspectives and models of supported self-management and person-centred care delivery b7 Values, principles and the language of supporting self-management b7 Professional, patient and carer perspectives towards self-management b7 Integration and partnership working at a whole systems level b7 The role of Third Sector/Voluntary Organisations/Agencies b7 Multimorbidity b7 Tools, strategies and approaches for supporting self-management and their implementation in practice throughout the c are pathway b7 Critical self-management support skills development: assessment, motivational interviewing, goal setting, shared decision making b7 Whole body monitoring and the future of self-management b7 Supporting self-management in seldom-heard or vulnerable populations: prisoners, travelling communities, ethnic minorities

Learning Outcomes

By the end of the module the student should be able to:-Critically analyse and evaluate theoretical perspectives and contemporary models, policies and approaches related to supporting person-centred self-management in practice.-Critically reflect on and challenge personal and professional assumptions, values and practices, and barriers related to supporting person-centred self-management in practice. -Critically analyse and evaluate traditional models of care delivery and evaluate the role of contemporary self-management support interventions, tools, approaches and strategies relative to their own practice. -Critically explore advanced skills development in relation to supporting self-management in practice.-Critically analyse and evaluate novel and creative ways to enable and support cultural and organisational change in helping to shape and inform the delivery of supported self-management in practice.

Teaching / Learning Strategy

The module will be delivered either online via GCULearn or classroom based. Students may elect to study the module either online or on campus, but may not transfer between the two. The main activities carried out by students are directed and independent study to develop knowledge and skills relating to the module syllabus. The teaching and learning strategies employed include: lectures/video lectures, podcasts, narrated presentations, seminars/online a/synchronous discussion, scenario-based learning, role play and tutorials/online self-directed study to engage the students in the key concepts which will then be developed through guided activities and directed learning. Groups will meet on a regular basis throughout the module (either face to face or online) to discuss activities that have been assigned to them. Module Tutors will facilitate these groups.

Indicative Reading

-360b7 Berzins, K., Reilly, S., Abell, J., Hughes, J. & Challis, D. 2009, "UK self-care support initiatives for older patients with long-term conditions: a review", Chronic Illness , vol. 5, no. 1, pp. 56-72. b7 Carrier, J. 2009 Managing Long Term Conditions and Chronic Illness in Primary Care: a guide to good practice . Abingdon: Routledge. b7 Challis, David, et al. 2010 Self-care and case management in long-term conditions: the effective management of critical interfaces . Social Services Research Unit, SDO Project (08/1715/201) http://www.pssru.ac.uk/pdf/MCpdfs/SCCMfr.pdf b7 Corbin, S. & Rosen, R., 2005. Self-Management for Long-Term Conditions; patients' perspectives of the way ahead . London. King's Fund. b7 Coulter et al. 2013 Delivering better services for people with long-term conditions: Building the house of care http://www.kingsfund.org.uk/sites/files/kf/field/field_publication_file/delivering-better-services-for-people-with-long-term-conditions.pdf b7 Davies, NJ. 2010 Improving self-management for patients with long-term conditions ..Nursing Standard ; 24 (25): 49-56 b7 Expert Patients Programme 2010. Self-care reduces costs and improves health: the evidence. London: Expert Patients Programme. http://www.expertpatients.co.uk/sites/default/files/publications/self-care-reduces-cost-and-improves-health-evidence.pdf b7 Foster, G., Taylor, S.J., Eldridge, S.E., Ramsay, J. & Griffiths, C.J. 2007, "Selfmanagement education programmes by lay leaders for people with chronic conditions", Cochrane database of systematic reviews (Online), , no. 4, pp. CD005108. b7 Griffiths C, Foster G, Ramsey J, Eldridge S, Taylor S 2007. 'How effective are expert patient (lay led) education programmes for chronic disease?' British Medical Journal 334: 1254-56. b7 Kralik et al. 2010 Translating Chronic Illness Research into Practice Wiley Blackwell b7 Lloyd, CE. & Heller. 2011 Long-term conditions: challenges in health and social care . London: SAGE b7 Luijks, Hilde, et al. 2012 GPs' considerations in multimorbidity management: a qualitative study. British Journal of General Practice ; 62 (600): 362-365 -360b7 Panagioti et al. 2014 Reducing Care Utilisation through Self-management Interventions (RECURSIVE): a systematic review and meta-analysis, NIHR, <http://www.journalslibrary.nihr.ac.uk/__data/assets/pdf_file/0006/131694/FullReport-hsdr02540.pdf> b7 Protheroe, J., Rogers, A., Kennedy, A.P., Macdonald, W. & Lee, V. 2008, "Promoting patient engagement with self-management support information: a qualitative metasynthesis of processes influencing uptake ", Implementation Science , vol. 3, no. 1, pp.44. b7 Scottish Government 2009 Gaun Yersel <http://www.scotland.gov.uk/Resource/0042/00422988.pdf> b7 Taylor et al 2014. A rapid synthesis of the evidence on interventions supporting self-management for people with long-term conditions: PRISMS - Practical systematic Review of Self-Management Support for long-term conditions , NIHR, <http://www.journalslibrary.nihr.ac.uk/__data/assets/pdf_file/0009/131688/FullReport-hsdr02530.pdf> b7 The Health Foundation 2011. Evidence: Helping people help themselves <http://www.health.org.uk/publications/evidence-helping-people-help-themselves/> b7 The Health Foundation 2013. Sustaining and spreading self-management support <http://www.health.org.uk/public/cms/75/76/313/4422/Sustaining%20and%20spreading%20self-management%20support.pdf?realName=mjapW3.pdf> b7 The Health Foundation 2014. Person centred care: from ideas to action: bringing together the evidence on shared decision making and self-management support http://www.health.org.uk/public/cms/75/76/313/5018/Person-centred%20care_from%20ideas%20to%20action.pdf?realName=06z1oQ.pdf b7 The Year of Care http://www.yearofcare.co.uk/key-documents

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
Assessment (FDL) 24.00
Assessment (FT) 24.00
Lectures (PT) 24.00
Assessment (PT) 24.00
Independent Learning (FDL) 90.00
Lectures (FT) 24.00
Seminars (FDL) 12.00
Independent Learning (FT) 90.00
Seminars (FT) 12.00
Independent Learning (PT) 90.00
Lectures (FDL) 24.00
Seminars (PT) 12.00

Assessment Methods

Component Duration Weighting Threshold Description
Coursework 1 n/a 100.00 50% 3000 word case study