BSc (Hons) Health, Social Care and Wellbeing

This module provides an introduction to the field of health and social care, providing students with a sound understanding of key concepts, theories, and practices. Through a combination of theory, concepts, principles, case studies, and practices, students will examine the structure and function of health and social care systems, the roles and responsibilities of professionals within these systems, and the principles of person-centred care and ethical practice. The module will also look at the different stages of healthcare intervention and interdisciplinary provision of health and social care. Consideration will be given to polices, health inequalities and influence on practices. The challenge of meeting needs and providing good health and social care across society will be addressed as a contemporary debate.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

1. Apply analyses of complex health and social care issues from multiple perspectives.
2. Demonstrate and recognise and appreciate ethical dilemmas in health and social care practice.
3. Appreciate different health and social care systems at local, national and international levels.
4. Evaluate different levels of health and social care interventions and their impact of health and social care policies on practice and outcomes for Individuals.

Knowledge:

At the end of the module/unit the learner will be able to: to the following:

1. Understand key concepts and terms related to health and social care.
2. Describe the structure and function of health and social care systems at local, national and international levels.
3. Identify the roles and responsibilities of different health and social care professionals.
4. Explain principles of person-centred care and its importance in promoting holistic wellbeing.
5. Identify and describe ethical issues and dilemmas commonly encountered in health and social care practice.

Skills:

At the end of the module/unit the learner will have acquired the following generic skills:

1. Effective verbal, non-verbal and written communication skills.
2. Critical thinking skills, evaluating arguments, information and evidence in health and social care
3. How to access, evaluate and apply information from a variety of sources to understand contemporary issues in health and social care.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to health and social care:

1. A critical understanding of concepts of health, illness and wellbeing across the lifespan.
2. Know how to apply knowledge of different health care systems from public, private mixed models of health and social care delivery.
3. How to evaluate knowledge of health promotion and prevention to improve population health, strategies, health education and behaviour change.
4. A critical understanding of future challenges and opportunities in health and social care.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

1. Demonstrate information literacy skills.
2. Work collaboratively with peers on group tasks, discussions, etc.
3. Practice self-reflection and self-directed learning.
4. Apply digital skills to make effective use of the internet to find learning resources and information related to health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, a 1,500 word essay discussing roles of different health and social care professionals and multi-disciplinary working (75%). Second, poster presentation identifying ethical issues and dilemmas in health and social care.

This module provides an introduction to the fundamental concepts and skills necessary for understanding, critiquing, and utilizing research and evidence within the context of health and social care practice. Students will explore various research methodologies, ethical considerations, and the importance of evidence-based practice in informing decision-making and improving outcomes in healthcare settings. Students are asked to reflect on their learning through development of the evidence base, to evaluate sources which are available and how they form a body of knowledge.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

1. Appraise research literature, methodologies and different types of evidence.
2. Recognise ethical considerations in health and social care research together with the approval process.
3. Demonstrate proficiency in accessing, evaluating and synthesising information from diverse published sources.
4. Appreciate basic research concepts, terminology and principles in health and social care research.

Knowledge

At the end of the module/unit the learner will be able to:

1. Describe and understand different research methodologies and research designs, including qualitative, quantitative and mixed methods approaches.
2. Explain the principles of evidence-based practice in healthcare decision making.
3. Conduct literature searches using databases and other sources relevant to health and social care.
4. Appraise research articles and assess validity, reliability and application of findings.
5. Describe different statistical methods and data analysis techniques commonly used in health and social care research.
6. Understand the importance of research ethics and guidelines covering research involving human participants.

Skills (Generic)

At the end of the module/unit the learner will have acquired the following generic skills:

1. The ability to write clear and concise critical appraisals of published research in health and social care.
2. Work collaboratively with peers on group tasks, discussions, etc.
3. Practice self-reflection and self-directed learning.
4. Apply digital skills to make effective use of the internet to find learning resources and information related to health and social care.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to research and evidence in health and social care:

1. How to conduct literature reviews on specific topics related to health and social care.
2. The ability to develop research proposals, including research questions, objectives and study designs.
3. The ability to interpret and analyse research data, including basic statistical analysis, data interpretation and drawing conclusions.
4. A critical understanding of ethical principles and issues related to research in health and social care.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

1. Use databases relevant to health and social care to conduct literature searches.
2. Utilise relevant software and tools for literature searching, data analysis and presentation.
3. (No item 'c' provided in source — retained original ordering.)
4. Apply digital skills to make effective use of the internet to find learning resources and information related to health and social care.
5. Apply the use of AI in health and social care research and evidence-based practice.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, a 1,500 word essay discussing roles of different health and social care professionals and multi-disciplinary working (75%). Second, poster presentation identifying ethical issues and dilemmas in health and social care.

This module explores the essential aspects of effective communication, ethical principles, and professional conduct within the context of health and social care practice. This module will help students develop communication skills, ethical reasoning abilities, and professionalism necessary for establishing effective relationships, upholding ethical standards, and understanding professionalism and professional code of conduct. Also, this module will outline the boundaries that protect the service user and professional, identifying important safeguarding procedures. It will also allow an opportunity to apply an understanding of professional qualities that meet the needs of a service user.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

1. Be responsible for understanding and practicing effective communication in a range of health and social care settings.
2. Apply ethical issues and dilemmas in health and social care settings and demonstrate potential resolutions to ethical dilemmas.
3. Collaborate with peers in small group discussions to appreciate and know how to practice professional behaviour according to codes of conduct.
4. Evaluate legal issues and ethical decision-making in health and social care.

Knowledge

At the end of the module/unit the learner will be able to:

1. Explain the importance of effective communication in a range of health and social care settings, for example, effective interprofessional working and professional-client interaction.
2. Identify and describe ethical principles and concepts in health and social care and how to resolve different types of ethical dilemmas.
3. Summarise the importance of professional behaviour and professional code of conduct when dealing with clients, professionals and others in health and social care.
4. Identify and describe ethical issues in end-of-life care and euthanasia, reproductive ethics and abortion, resources and disparities.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

1. Demonstrate effective verbal, non-verbal and written communication skills.
2. Show critical thinking skills, evaluating arguments, information and evidence in health and social care.
3. Access, evaluate and apply information from a variety of sources to understand communication, ethical and professional issues in health and social care.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to communication, ethics and professionalism in health and social care:

1. Be able to discuss knowledge of and practice of effective communication skills.
2. Be able to apply knowledge and understanding of ethical principles to health and social care and know how to address ethical dilemmas.
3. Be able to demonstrate an informed understanding of professionalism in health and social care and be able to apply to different situations.
4. Show an insightful understanding of ethical and legal dilemmas in a range of health and social care settings.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

1. Demonstrate information literacy skills.
2. Be able to use search engines to find and select articles, etc. related to health and social care.
3. Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
4. Demonstrate the appropriate use of AI to enable learning in health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, a 1,500 word essay discussing roles of different health and social care professionals and multi-disciplinary working (75%). Second, poster presentation identifying ethical issues and dilemmas in health and social care.

This module examines the influence of culture and society on health beliefs, behaviours, and outcomes. Students will explore diverse cultural perspectives on health and illness, social determinants of health, and the impact of cultural competence on healthcare delivery. Through theoretical learning, case studies, and small group exercises, students will develop critical awareness, knowledge and skills necessary for providing culturally responsive care in culturally diverse healthcare settings.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

1. Evaluate the influence of culture and society on health beliefs, behaviours, and practices.
2. Identify social determinants of health and their impact on health outcomes.
3. Demonstrate an understanding of the concept of cultural competence and its importance in healthcare delivery.
4. Recognise and respect diverse cultural perspectives on health and illness.
5. Apply principles of cultural competence to enhance communication and care delivery in healthcare settings.

Knowledge

At the end of the module/unit the learner will be able to:

1. Describe cultural diversity of beliefs and values, and practices related to health and social care.
2. Identify social and economic factors influencing health practices and outcomes within different cultural contexts.
3. Describe disparities in health outcomes among diverse cultural groups and underlying causes.
4. Understand models and frameworks of cultural competence for developing cultural competence in health care.
5. Understand ethical principles and guidelines relevant to cross-cultural and intra-cultural health care policies and practices.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

1. Demonstrate skills related to understanding and responding to culture and society differences and diversity in health and social care.
2. Show critical thinking skills, evaluating arguments, information and evidence in areas related to culture and society in health.
3. Access, evaluate and apply information from a variety of sources to understand issues, debates and understanding in culture and society in health.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to culture and society in health:

1. How to conduct culturally sensitive assessments to understand client health beliefs and values.
2. How to communicate effectively with clients, health professionals and other colleagues from diverse cultural backgrounds.
3. How to apply ethical principles and frameworks to understand and resolve ethical dilemmas arising from cultural differences.
4. How to adapt health care practices to meet the cultural needs and diverse preferences of different societies.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

1. Demonstrate information literacy skills.
2. Be able to use search engines to find and select articles, etc, related to culture and society in health.
3. Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
4. Demonstrate the appropriate use of AI to enable learning in the areas of culture and society in health.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,500 word essay discussing cultural competence in health with reference cultural diversity (75%). Second, poster depicting concepts, topics and issues concerning ethical considerations across different cultures (25%).

This module provides an interdisciplinary exploration of the biological, psychological, and social factors that influence health and well-being across the lifespan. Through a combination of theoretical learning, case studies, and practical exercises, students will examine the complex interactions between biological processes, psychological factors, and social contexts in shaping health outcomes from infancy to old age.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

• Be responsible for evaluating the roles of biological, psychological and social perspectives on health and ill health.
• Demonstrate how to represent a lifespan perspective on health and the role of biological, psychological and social influence.
• Identify health disparities and inequalities and the influence of social factors such as the environment and housing.
• Be responsible for explaining health behaviour change and holistic approaches to health promotion and wellbeing.

Knowledge

At the end of the module/unit the learner will be able to:

• Describe social determinants of health from biological, psychological and social perspectives and their interactions.
• Identify life span perspectives on health and ill health including concepts of critical and sensitive periods.
• Understand and identify health disparities and influences of biological, psychological and social factors.
• Describe behavioural changes and their impact on health including a holistic approach to wellbeing.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

• Effective verbal, non-verbal and written communication skills.
• Show critical thinking skills, evaluating arguments, information and evidence in health and social care.
• Access, evaluate and apply information from a variety of sources to understand and discuss biological, psychological and social determinants of health across the lifespan and interactions.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to biological, psychological and social determinants of health across the life span:

• Be able to appreciate and discuss biological, psychological and social determinants of health and their interactions.
• Evaluate research related to biological, psychological and social determinants of health.
• Show an appreciation of the complex interactions between biological, psychological and social determinants of health across the lifespan.
• Discuss health disparities in the context of biological, psychological and social influences on health.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Use search engines to find and select articles related to health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work.

In preparing for an assessment for submission, students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Assessment Components

• Case Study (50%) – 1,000-word case study discussing biological, psychological and social aspects of health and ill health
• Essay (50%) – 1,000-word essay discussing interactions between biological, psychological and social influences on health.

This module explores the principles of care, compassion, and wellbeing in the context of health and social care practice. Students will examine theoretical frameworks, ethical considerations, and practical strategies for providing person-centered care, fostering compassion, and promoting the wellbeing of service users across diverse healthcare settings. Through reflective practice and experiential learning, students will develop the knowledge, skills, and attitudes necessary for delivering compassionate and holistic care.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

• Evaluate the concepts of care, compassion and wellbeing in health and social care practice.
• Demonstrate understanding of ethical considerations and professional responsibilities related to care provision and compassion in health and social care.
• Be responsible for effective communication and interpersonal skills to build relationships and promote trust and empathy.
• Evaluate strategies for self-care and resilience-building to maintain personal wellbeing in demanding health and social care environments.
• Demonstrate leadership skills to foster compassionate care cultures and identify how to implement organisational change.

Knowledge

At the end of the module/unit the learner will be able to:

• Understand and describe the meanings and significance of care, compassion and wellbeing in health and social care practice.
• Describe and discuss ethical principles and guidelines governing care provision, confidentiality and decision making in healthcare practice.
• Explain different cultural beliefs, values and practices influencing healthcare interactions and outcomes.
• Identify holistic care needs of service users, including physical, psychological, social and spiritual aspects.
• Appreciate the value of reflective practice in enhancing self-awareness, professional development and compassionate delivery of health and social care.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

• Demonstrate effective verbal, non-verbal and written communication skills.
• Show critical thinking skills, evaluating arguments, information and evidence in health and social care.
• Access, evaluate and apply information from a variety of sources to understand and discuss healthcare, compassion and wellbeing.
• Show self-reflection and identify personal development needs related to health and social care practice.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to care, compassion and wellbeing in health and social care:

• Demonstrate a critical understanding and appreciation of the concepts of care, compassion and wellbeing in health and social care practice.
• Apply person-centred approaches to care delivery, considering holistic needs and preferences of service users.
• Be able to employ effective communication and interpersonal skills to build care relationships and promote trust and empathy.
• Be able to critically reflect on personal values, beliefs and biases affecting social and health care provision.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Be able to use search engines to find and select articles related to compassion and wellbeing in health and social care.
• Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• Demonstrate the appropriate use of AI to enable learning related to care, compassion and wellbeing in health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission, students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components:

• Case Study (50%) – A 1,000 word case study discussing and highlighting ethical considerations and practical strategies for promoting care and compassion.
• Reflective Portfolio (50%) – A 1,000 word reflective portfolio exploring personal experiences, insights, and professional development needs.

This module examines the principles of equality and social justice in the context of health and social care. Students will explore the social determinants of health, inequalities in healthcare access, care practices and outcomes, and strategies for promoting equality and justice in service provision. Through critical analysis, case studies, and practical exercises, students will develop the knowledge, skills, and attitudes necessary understanding and promoting for equality and social justice within healthcare systems and communities.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

• Be responsible for having a capacity for critical analysis and evaluation of health disparities, inequalities and social determinants of health.
• Appreciate the importance of cultural sensitivity to diverse backgrounds and experiences and be able to understand how culturally competent care can be provided.
• Recognise ethical principles and dilemmas related to promoting equality and social justice in health and social care practice.
• Evaluate the importance of the role of advocacy in promoting equality and social justice, strategies for effective advocacy, community engagement.

Knowledge

At the end of the module/unit the learner will be able to:

• Explain how social, economic and environmental factors influence health outcomes and inequalities.
• Understand and describe policies and initiatives aimed at promoting health inequality, reducing disparities and addressing social determinants of health and social care.
• Describe how multiple intersecting social identities, for example, race, gender, social class, influence health experiences and outcomes.
• Describe how different healthcare systems and structures can perpetuate or mitigate health disparities and inequalities.
• Explain social justice theories and principles, including distributive justice, procedural justice and participatory justice.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

• Demonstrate effective verbal, non-verbal and written communication skills.
• Show analytic and critical thinking skills, evaluating arguments, information, published research and evidence in health and social care.
• Access, evaluate and apply information from a variety of sources to understand, analyse and critically discuss equality and social justice in health and social care.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to equality and social justice in health care:

• Be able to critically evaluate published literature, healthcare policies and interventions for their impact on health equality outcomes.
• Demonstrate a critical understanding of skills needed to provide culturally competent care and effectively communicate with individuals from diverse backgrounds.
• Be able to analyse and evaluate healthcare policies and interventions, identify disparities and propose evidence-based solutions to promote health equality.
• Critically understand intersectionality and health inequality in the context of different individual identities.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Be able to use search engines to find and select articles, etc, related to health and social care.
• Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• Demonstrate the appropriate use of AI to enable learning related to equality and social justice in health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First 1,500 word critical analysis of a policy or intervention aimed at promoting equality and social justice in health and/or social care (75%). Second, PowerPoint presentation with notes on intersectionality and health equality (25%).

This module provides students with a broad and in-depth understanding of health and social care practices tailored specifically for promoting healthy ageing in older adults. This module explores biological, psychological, and social aspects of ageing, and emphasises the importance of holistic/integrated care in supporting elderly individuals to maintain their health, independence, and well-being. Through a combination of theoretical learning and practical application, students will develop the knowledge and skills necessary to address the unique needs and challenges faced by older adults in diverse health and social care settings.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

• Apply critical thinking to the roles of biological, psychological and social theories and influences for healthy ageing in older adults.
• Recognise a range of health-related diseases and conditions in elderly adults and associated prevention strategies.
• Apply critical appreciation to assess physical, psychological and social health in elderly adults.
• Explain end-of-life palliative care and palliative support taking account of different individual personal preferences and the values of bereavement support.

Knowledge

At the end of the module/unit the learner will be able to:

• Discuss the ageing process from biological, psychological and social perspectives.
• Explain the promotion of physical activity and cognitive activity for healthy ageing in older adults.
• Understand the importance of social support networks for healthy ageing and issues of isolation and loneliness in older adults.
• Identify different care models and service provision, models of integrated care for older adults and ethical considerations.
• Understand policy implications for ageing population and advocacy to promote rights and well-being of older adults.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

• Demonstrate effective verbal, non-verbal and written communication skills.
• Show analytic and critical thinking skills, evaluating arguments, information, published research and evidence related to health and social care in older adults.
• Access, evaluate and apply information from a variety of sources to understand, analyse and critically discuss health and social care for healthy ageing in older adults.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to health and social care for healthy ageing in elderly adults:

• Be able to discuss and critically evaluate biological, psychological and social theories and factors affecting ageing in older adults.
• Demonstrate a critical understanding and evaluation of strategies for promoting healthy ageing and preventing age-related conditions.
• Be able to discuss and evaluate how to assess physical and mental health and cognitive function in older adults.
• Demonstrate a critical understanding of the importance of interdisciplinary collaboration for promoting health ageing in older adults.
• Be able to explain and evaluate different care models and palliative care.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Be able to use search engines to find and select articles related to health and social care for healthy ageing in older adults.
• Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• Demonstrate the appropriate use of AI to enable learning related to health and social care for healthy ageing in older adults.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,000 word critical evaluation of health promotion strategies and initiatives to support healthy ageing (50%). Second, 1,000 word essay on biological, psychological and social aspects of healthy ageing.

This module provides students with an understanding and critical appreciation of the principles and practices of safeguarding children and adults, including vulnerable adults, in health and social care settings. This module explores the legal and ethical frameworks surrounding safeguarding, as well as the roles and responsibilities of health and social care professionals in identifying, preventing, and responding to safeguarding concerns. Through a combination of theoretical learning, case studies, and practical scenarios, students will develop the knowledge, skills, and values necessary to promote the welfare and protection of vulnerable individuals across the lifespan.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

• Demonstrate understanding of different types of abuse, indicators of abuse, intersectionality in the context of safeguarding.
• Apply critical appreciation to the importance of communication and partnership working for engaging with children and adults at risk.
• Demonstrate understanding of safeguarding processes and procedures, investigations and case conferences and case reviews.
• State and communicate strategies for prevention and the promotion of safeguarding including the value of early intervention.

Knowledge

At the end of the module/unit the learner will be able to:

• Describe definitions and concepts of safeguarding children and adults and set within historical context and the evolution of safeguarding policies and legislation.
• Show understanding and describe descriptions of different forms of abuse, including physical, sexual, emotional and neglect and their impact on children and adults.
• Understand the principles of risk assessment and risk management in safeguarding practice and development of safeguarding plans.
• Appreciate ethical and professional considerations, including ethical dilemmas, professional boundaries and reflective practice.
• Explain how to support victims and survivors by providing emotional support and accessing specialist support services.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

• Demonstrate effective verbal, non-verbal and written communication skills.
• Show analytic and critical thinking skills, evaluating arguments, information, published research and evidence related to safeguarding children and adults in health and social care.
• Access, evaluate and apply information from a variety of sources to understand, analyse and critically discuss safeguarding children and adults in health and social care.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to safeguarding children and adults in health and social care:

• Critically discuss definitions and concepts related to safeguarding of children and adults.
• Discuss and evaluate legal and policy frameworks and the responsibilities of health and social care professionals.
• Evaluate and apply understanding of different types of abuse to intersectionality.
• Apply the promotion of prevention and safeguarding to early intervention and promoting awareness.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Be able to use search engines to find and select articles, etc. related to safeguarding.
• Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• Demonstrate the appropriate use of AI to enable learning related to safeguarding children and adults in health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of a 1,000 word essay to describe different types of abuse and discuss safeguarding and risk assessment (50%) and a 1,000 word essay on safeguarding and preventative strategies.

This module provides students with a critical understanding of the policy context and practical implementation of health and social care services. It examines the historical, political, and economic factors shaping health and social care policies, as well as their impact on service delivery, access, and quality of care. Through a combination of theoretical analysis, case studies, and practical exercises, students will develop critical insights into policy development processes, evaluate the effectiveness of policy interventions, and explore the challenges and opportunities in translating policy into practice within diverse health and social care settings.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

1. Explain policy making, implementation and effects on practice at local, national and international levels.
2. Be responsible for explaining access to healthcare and social services in relation to equity, affordability and availability.
3. Apply understanding of health inequalities to real-life examples and how intervention policies affect practice and outcomes.
4. Describe and understand international health policies, the role of the WHO, transnational health challenges and international collaboration.
5. Demonstrate insights and understanding of ethical, legal and human rights considerations in health and social care policy making.

Knowledge

At the end of the module/unit the learner will be able to:

1. Explain the role of policies in shaping the organisation and delivery of health and social care services.
2. Analyse policy development and implementation: policy making processes at local, national and international levels; stakeholders involved (government agencies, non-government organisations); implementation challenges.
3. Appreciate different frameworks for analysing and evaluating health and social care policies.
4. Understand and describe policy analysis and evaluation and evidence based policy making.
5. Outline policies related to ethical, legal and human rights considerations and evaluation of effects on practice through implementation.

Skills

At the end of the module/unit the learner will have acquired the generic following skills:

• Demonstrate effective verbal, non-verbal and written communication skills.
• Show analytic and critical thinking skills, evaluating arguments, information, published research and evidence related to health and social care policies and practice.
• Access, evaluate and apply information from a variety of sources to understand, analyse and critically discuss health and social care policies and practice.

Module-Specific Learner Skills

Cognitive skills related to health and social care policies and practices:

1. Discuss and evaluate different types of health and social care policies and implications for practice.
2. Apply and discuss policy making processes at local, national and international levels to implications for practice and practice evaluation.
3. Be able to apply different methods to assess the impact of policies on health outcomes and service delivery.
4. Be able to compare different health and social care systems and practices globally.
5. Demonstrate insight and critical understanding of addressing health inequalities through policy making and implementation.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Be able to use search engines to find and select articles, etc. related to health and social care policies and practice.
• Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• Demonstrate the appropriate use of AI to enable learning related to health and social care policies and practice.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components: a 1,500 word essay on policies related to health inequality, and a PowerPoint presentation with notes on ethical, legal and human rights.

This module is designed to equip undergraduate students with the understanding, knowledge and skills necessary to critically evaluate research within the fields of health and social care. Students will learn to assess the quality, relevance, and applicability of research findings to inform evidence-based practice. Through a combination of theoretical learning, practical exercises, and case studies, students will develop the ability to identify different research methodologies, understand key statistical concepts, and interpret research findings within the context of health and social care settings.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

1. Show critical understanding of the appropriateness of different research methodologies and research designs to identify important issues in health and social care.
2. State the role of theory and concepts informing the design and questions asked in health and social care research.
3. Be responsible for taking account of ethical issues and ethical dilemmas in evaluation research in health and social care.
4. Demonstrate how to disseminate and communicate research findings and implications for evidence-based practice to diverse audiences in health and social care.

Knowledge

At the end of the module/unit the learner will be able to:

1. Describe criteria for evaluating the quality and rigour of research studies, including assessment of reliability and validity.
2. Explain statistical concepts and principles, interpreting statistical significance and common statistical tests used in research in health and social care.
3. Translate research findings into practice and appreciation of barriers to the uptake of research evidence in practice.
4. Analyse research evidence including the use of systematic reviews and meta-analysis.
5. Identify important areas for future research taking account of ethical and social implications of impact of research on health and social care practice and policy.

Skills

At the end of the module/unit the learner will have acquired the generic following skills:

• Demonstrate effective verbal, non-verbal and written communication skills.
• Show analytic and critical thinking skills, evaluating arguments, information, published research and evidence related evaluation of research in health and social care.
• Access, evaluate and apply information from a variety of sources to understand, analyse and critically discuss evaluation of research in health and social care.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to research in health and social care:

1. Discuss and evaluate different research methodologies and research designs appropriate to health and social care.
2. Demonstrate skills in critically appraising published research articles in health and social care.
3. Be able to explain and critically discuss the importance of validity and reliability in health and social care research.
4. Show how research findings in health and social care may be applied to practice in an evidence-based way.
5. Critical thinking skills and problem solving skills for evaluating research in health and social care.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Be able to use search engines to find and select articles, etc. related to evaluating research in health and social care.
• Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• Demonstrate the appropriate use of AI to enable learning about evaluating research in health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,000 word evaluation of a published research article on an empirical study of health and social care practice (50%). Second, 1,000 word discussion of validity and reliability in research on health and social care (50%).

This module aims to provide students with, understanding, knowledge and critical analysis of mental ill health and mental health. This module explores the various factors that contribute to the development of mental health disorders, including biological, psychological, social, and environmental determinants. Students will critically examine different types of mental health disorders, their symptoms, and their impact on individuals and society. Additionally, the module addresses strategies for promoting mental health and resilience, as well as approaches to supporting individuals experiencing mental ill health.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

1. Represent different definitions of mental ill health and mental health and how classification systems, such as DSM-5, help diagnose and categorise different types of mental disorders.
2. Evaluate the role of biological, psychological, social and environmental influences on mental ill health.
3. Explain different types of common mental disorders including depression and mood disorders, anxiety disorders, psychotic disorders.
4. State how health promotion can help prevent mental ill health, promote mental health and help with recovery from mental illness.
5. Demonstrate an understanding of different approaches used to support individual’s recovery from mental illness and build resilience.

Knowledge

At the end of the module/unit the learner will be able to:

1. Define and describe mental ill health and mental health together with the use of classification systems such as DSM-5 to diagnose different types of mental disorder.
2. Understand biological, psychological, social and environmental factors influencing mental ill health and mental health.
3. Identify common mental disorders including depression and mood disorders, anxiety disorders, psychotic disorders.
4. Understand different types of stigma associated with mental ill health and the impact of stigma on the individual, family and community.
5. Describe how health promotion initiatives can promote mental health and build resilience in those suffering mental illness including the role of professional, peer, family and community support in aiding recovery from mental illness.

Skills

At the end of the module/unit the learner will have acquired the generic following skills:

• Demonstrate effective verbal, non-verbal and written communication skills.
• Show analytic and critical thinking skills, evaluating arguments and published research and evidence related to mental ill health and mental health.
• Access, evaluate and apply information from a variety of sources to understand, analyse and critically discuss issues concerning mental ill health and mental health.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to mental ill health and mental health:

1. Critically discuss definitions of mental ill health and mental health and use the concept of stigma to explain impact on individuals suffering from mental ill health.
2. Discuss how various classification systems are used in the diagnosis of mental ill health and be able to describe common types of mental disorder.
3. Be able to evaluate biological, psychological, social and environmental factors in mental ill health.
4. Critically discuss how health promotion can help people avoid mental ill health and build resilience in individuals.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Be able to use search engines to find and select articles, etc. related to mental ill health and mental health.
• Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• Demonstrate the appropriate use of AI to enable learning about mental ill health and mental health.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,500 word essay discussing factors influencing mental illness and factors supporting recovery (50%). Second, poster highlighting various aspects of stigma and stigma reduction (25%).

This module provides students with a critical understanding of the principles, theories, and practical applications of quality evaluation and management in health and social care settings. Students will critically analyse various quality improvement models, strategies, and tools used to assess and enhance the quality of health and social care and services. Through a combination of theoretical learning, case studies, and practical exercises, students will develop the knowledge and skills necessary to critically evaluate, measure, and manage quality in diverse health and social care contexts.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

• Demonstrate a critical understanding of the importance of evaluating and managing quality in health and social care.
• Be responsible for being able to identify models and frameworks of quality improvement together with measures of quality and associated performance indicators.
• State regulatory, legal and ethical requirements/considerations when designing quality improvement initiatives and projects in health and social care.
• Show critical appreciation concerning the effectiveness of quality improvement projects and initiatives identifying shortcomings and successes.

Knowledge

At the end of the module/unit the learner will be able to:

• Describe definitions and concepts applicable to evaluating and managing quality and quality improvement in health and social care.
• Describe different quality and performance measures in health and social care, as well as methods for collecting, analysing and interpreting data collected concerning quality in health and social care.
• Explain how to manage change and innovation in quality improvement in health and social care.
• The role of leadership in managing change and quality improvement and overcoming resistance to change.
• Appreciate and show an understanding of regulatory and legal requirements and standards for quality assurance in health and social care.

Skills

At the end of the module/unit the learner will have acquired the following skills:

• Demonstrate effective verbal, non-verbal, written communication skills and self-reflection related to evaluating and managing quality in health and social care.
• Show analytic and critical thinking skills, evaluating case studies and published research and evidence related to evaluating and managing quality in health and social care.
• Access, evaluate and apply information from a variety of sources to understand, analyse and critically discuss issues related to evaluating and managing quality in health and social care.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to managing quality in health and social care:

• Apply critical thinking skills to evaluate quality improvement initiatives in health and social care.
• A critical understanding of quality improvement models and frameworks and measures of quality and associated performance indicators.
• Evaluate different tools and techniques for evaluating and managing quality in health and social care.
• Show critical insight into the importance of teamwork and collaboration in quality improvement.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Be able to use search engines to find and select published articles, etc. related to evaluating and managing quality in health and social care.
• Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• Demonstrate the appropriate use of AI to support learning about evaluating and managing quality in health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that must be submitted by a set deadline. This assessment is graded. Students will receive an assignment brief at the start of the module that clearly states the requirements of the assessment task and the assessment criteria used to mark their work.

In preparing for submission, students must read the brief and the assessment criteria carefully to make sure they understand them. The assessment rubric shows how the final mark is awarded.

Assessment components

1. Critical analysis — 1,500 words: a critical analysis of a case study of a quality improvement or innovation project in health and social care. (50%)
2. Essay — 1,500 words: an essay on factors to consider when designing a quality improvement intervention or project. (50%)

This module is designed to provide students with the skills and knowledge necessary to critically analyse and challenge evidence in the fields of health and social care. Students will explore various types of evidence, including research findings, policy documents, and professional guidelines, and develop the ability to assess their validity, reliability, and relevance. Through a combination of theoretical learning, case studies, and practical exercises, students will learn to question assumptions, identify biases, and evaluate the credibility of evidence to inform decision-making and practice in health and social care settings. This module builds on previous research knowledge, understanding and skills taught in other modules. This module will also help students to prepare for the 20 ECTS final year project/dissertation.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

• Demonstrate a critical understanding of structural determinants of health inequality, including social and environmental determinants as well as intersectionality and its impact on health outcomes.
• Be responsible for being able to take account of health impact on vulnerable populations and marginalised groups.
• State how health policies may impact on health inequalities and how policy interventions help promote health equality.
• Show critical appreciation of the importance of cultural competence in health care delivery.
• Carry out tasks related to self-critical reflection and identify potential personal biases and assumptions.

Knowledge

At the end of the module/unit the learner will be able to:

• Describe concepts of social justice, inequality and vulnerability in the context of health and social care and associated structural determinants affecting inequality and vulnerability.
• Explain ethical, legal and human rights issues in the context of social justice and equality in health and social care.
• Explain policies, interventions and initiatives aimed at reducing health disparities and promoting equitable access to health and social care.
• Understand and appreciate the importance of empathy and advocacy skills for working with vulnerable and marginalised groups.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

• Demonstrate effective verbal, non-verbal, written communication skills and self-reflection related to social justice, inequality and vulnerable groups.
• Show analytic and critical thinking skills, evaluating case studies and published research and evidence related to social justice, inequality and vulnerability in health and social care.
• Access, evaluate and apply information from a variety of sources to understand, analyse and critically discuss issues related to social justice, inequality and vulnerability in health and social care.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to social justice, equality and vulnerability in health and social care:

• Be able to apply critical thinking skills to analyse the concepts of social justice, inequalities and vulnerability in the provision of health and social care.
• A critical understanding of structural determinants of health inequalities and their impact on vulnerable populations.
• Be able to apply critical thinking skills to examine ethical, legal and human rights issues in the context of social justice and inequality in health and social care.
• Show critical awareness of, empathy for and importance of advocacy skills for working with vulnerable and marginalised groups in health and social care.
• Practice self-reflection in relation to promoting social justice and equality in health and social care.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• Demonstrate information literacy skills.
• Be able to use search engines to find and select published articles, etc. related to social justice, inequality and vulnerability in health and social care.
• Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• Demonstrate the appropriate use of AI to support learning about social justice, inequality and vulnerability in health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that must be submitted by a set deadline. This assessment is graded. Students will receive an assignment brief at the beginning of the module that clearly states the requirements of the assessment task and the assessment criteria used to mark their work.

In preparing for submission, students must read the brief and the assessment criteria carefully to ensure full understanding. The assessment criteria rubric will illustrate how the final mark has been awarded.

Assessment Components

1. Critical analysis — 1,500 words: health policy and health inequalities in relation to vulnerable groups and strategies to address them. (50%)
2. Essay — 1,500 words: inclusivity and cultural competence and strategies for addressing health inequalities. (50%)

This module is designed to provide students with the skills and knowledge necessary to critically analyse and challenge evidence in the fields of health and social care. Students will explore various types of evidence, including research findings, policy documents, and professional guidelines, and develop the ability to assess their validity, reliability, and relevance. Through a combination of theoretical learning, case studies, and practical exercises, students will learn to question assumptions, identify biases, and evaluate the credibility of evidence to inform decision-making and practice in health and social care settingsThis module builds on previous research knowledge, understanding and skills taught in other modules. This module will also help students to prepare for the 20 ECTS final year project/dissertation.

Competences

1. Be responsible for identifying and evaluating challenges to different types of evidence, including research, policy documents, professional guidelines and patient and other user perspectives in health and social care.
2. Show a critical understanding of the importance of political, economic and social factors influencing policy development and evidence challenges.
3. Challenge research evidence by assessing the quality and reliability of studies, considering sampling bias, confounding variables and design flaws.
4. Demonstrate awareness of challenges to evidence in respect of professional, legal and statutory considerations.

Knowledge

1. Describe concepts and principles of evidence-based practice and critical appraisal in health and social care.
2. Explain the importance of validity, reliability and relevance of evidence.
3. Explain the use of different types of evidence including research, policy documents, professional guidelines and patient/user experiences.
4. Identify and describe key components of critical appraisal and the use of appraisal tools.

Skills

1. Demonstrate effective verbal, non-verbal and written communication skills and self-reflection related to challenging evidence.
2. Show analytic and critical thinking by evaluating case studies and published research.
3. Access, evaluate and apply information from a variety of sources to analyse and discuss issues related to evidence challenges.

Module-Specific Learner Skills

1. Critically appreciate different types of evidence and information sources used in health and social care research and practice.
2. Develop practical skills in searching for, retrieving and synthesising evidence.
3. Ability to challenge assumptions, biases and conflicts of interest in evidence.
4. Understand the importance of advocacy skills to support evidence-based practice and policy change.

Module-Specific Digital Skills & Competences

1. Demonstrate information literacy skills.
2. Use search engines to find and select published articles and relevant materials.
3. Use software such as Microsoft Word and PowerPoint for formative and summative work.
4. Demonstrate appropriate use of AI to support learning about challenging different types of evidence.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 1,500 word critical analysis of different types of evidence used in health and social care (50%). Second, 1,500 word project/dissertation proposal in preparation for the 20 ECTS final year project/dissertation.

The leadership and management in health and social care module provides students with an understanding and critical analysis of principles, theories, and practices of leadership and management within the context of health and social care settings. This module explores the dynamic and complex nature of leadership within these environments, emphasizing the significance of effective leadership in promoting high-quality care delivery, optimising organisational performance, and fostering positive outcomes for service users and staff.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

• a) Confidently discuss and evaluate theories and models of leadership and management as applied to different types of health and social care settings.
• b) Show a critical evaluation of the roles and responsibilities of leaders and managers in different types of health and social care organisations.
• c) Be responsible for explaining strategies and approaches for initiating and managing change and how to respond to resistance to change.
• d) Evaluate ethical, legal and regulatory guidance and constraints on leadership and management decision-making in different type of health and social care organisations.
• e) Carry out tasks related to self-reflection with respect to leadership and management style as applied to health and social care settings.

Knowledge

At the end of the module/unit the learner will be able to:

• a) Understand and describe theories and concepts of leadership as applied to organisations and settings in health and social care.
• b) Describe ethical, legal and regulatory frameworks that influence leadership and management decision-making in health and social care.
• c) Understand and appreciate the importance of effective communication, teamwork and collaboration in leadership and management practices.
• d) Identify and describe strategies for leading and managing change in health and social care organisations and how to respond to resistance to change.
• e) Critically analyse case studies in health and social care to highlight issues in leadership and management.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

• a) Demonstrate effective verbal, non-verbal, written communication skills and self-reflection related to leadership and management style.
• b) Show analytic and critical thinking skills, evaluating case studies and published research and evidence related to leadership and management in health and social care.
• c) Access, evaluate and apply information from a variety of sources to understand, analyse and critically discuss issues concerning leadership and management in health and social care.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to leadership and management in health and social care:

• a) Critical skills in the evaluation of theories and models of leadership and management in health and social care.
• b) Be able to provide a critical analysis of roles and responsibilities of leaders and managers in health and social care organisations.
• c) A critical understanding of the importance of effective communication and teamwork in health and social care leadership and management.
• d) Be able to self-reflect on own leadership and management style and apply to the context of health and social care settings.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• a) Demonstrate information literacy skills.
• b) Be able to use search engines to find and select published articles, etc. related to leadership and management in health and social care.
• c) Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• d) Demonstrate the appropriate use of AI to support learning about leadership and management in health and social care.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work.Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 2,500-word critical analysis of effective leadership and management in health and social care (75%). Second, 500-word self-reflection on personal leadership and management style (25%).

The health, social care and well-being Final Year Project/Dissertation module provides each student with the opportunity to undertake an independent project/dissertation that demonstrates their ability to apply competences, knowledge, understanding and skills acquired throughout their undergraduate studies on the BSc (Hons) Health, Social Care and Well-Being programme. The module enables students to work on a substantial project/dissertation related to health, social care and well-being under the supervision of academic staff. Students will have the flexibility to choose a project topic of their interest, conceive, design and conduct research, and present their findings to a wider audience.

This module guides students through the practical realisation of their project/dissertation proposal developed in the Challenging Evidence in Health and Social Care module . This module also prepares students for the presentation and provides insights into potential professional and career development opportunities.

Competences

At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

• a) Independently plan, execute and report on a research project in health, social care and well-being.
• b) Show how to critically analyse and interpret research findings.
• c) Effectively communicate, written and oral, research findings and conclusions.
• d) Be responsible for understanding research ethical principles and the ability to conduct research in an ethical manner.
• e) Identify and show how to develop research questions, design appropriate methodologies and data collection techniques and address research challenges and overcome obstacles.
• f) Take responsibility, seek guidance and engage with supervision of the project by an academic.

Knowledge

At the end of the module/unit the learner will be able to:

• a) Understand the processes, steps and time management requirements to propose, design, implement and write up a project/dissertation in health, social care and well-being.
• b) Identify and describe appropriate methodology or methodologies, data collection and analysis and interpretation of findings and drawing conclusions.
• c) Understand and appreciate the importance of taking ethical considerations into account and obtaining ethical approval (where appropriate) for conducting research in health and social care.
• d) Identify and understand professional standards required when conducting research in health and social care.

Skills

At the end of the module/unit the learner will have acquired the following generic skills:

• a) Be able to identify a specific area within health, social care and well-being for conducting research.
• b) Develop a project/dissertation proposal into a full project plan with stages and timeline identified.
• c) Write a project report/dissertation according to established academic practices and the Harvard referencing system.

Module-Specific Learner Skills

At the end of the module/unit the learner will possess the following cognitive skills related to conducting and reporting on a project/dissertation in health and social care:

• a) Identify and define an issue or specific area within health, social care and well-being to undertake a research project/dissertation.
• b) Ability to design and implement an agreed project to meet the stated aims and objectives of the research project/dissertation.
• c) Conduct a thorough critical literature review in the area of the project/dissertation showing critical analytic thinking skills.
• d) Write a project report/dissertation to accepted academic standards.
• e) Produce a presentation based on the project findings and conclusions.

Module-Specific Digital Skills and Competences

At the end of the module/unit, the learner will be able to:

• a) Demonstrate information literacy skills.
• b) Be able to use search engines to find and select published articles, etc. related to the project proposal.
• c) Be able to use software such as Microsoft Office, especially Word and PowerPoint for formative and summative assessed work.
• d) Demonstrate the appropriate use of AI to support learning about the topic of proposed project/dissertation research.

Formative assessment

The formative assessment support will help students to understand the summative assessment requirement and to improve their confidence in different types of summative assessment. Students will be given clear assessment criteria as part of the assignment brief and will be required to submit substantive formative assessments prior to summative assessments. The formative opportunities are scheduled in such a way as to allow students to reflect on any tutor feedback and feed forward prior to the summative event. The formative feedforward given by the tutor will relate specifically to how students have gone about the learning process, how they have acquired knowledge, skills and their understanding of how to apply their knowledge.

Summative assessment

Summative assessment is the final marked work that will be required to be submitted to a set deadline. This type of assessment is a graded piece of work. Students will receive an assignment brief at the beginning of the module that will clearly state the requirements of the assessment task and the assessment criteria used to mark their work. In preparing for an assessment for submission students must read the brief and the assessment criteria carefully to make sure that it is fully understood. The assessment criteria rubric will illustrate how the final mark has been awarded.

Summative assessment will consist of two components. First, 5,000 word project/dissertation report (85%). Second a 15 minute presentation to peers with time for queries and questions (15%).