This undergraduate programme will be delivered over three years. Each year will consist of three 10-week terms with two modules delivered each term, except in Year 3 when the final year project dissertation will be delivered over the last two terms.
Contact teaching
Contact teaching will involve lectures, seminars, tutorials, workshops, small group working, guest external speakers. GBS Malta will provide guided structured learning with learning tasks through its virtual learning environment (Moodle). Each of these activities is designed to provide students with a rich, varied and motivating educational experience.
Contact hours and modules
Each of the six 10 ECTS modules consists of 250 hours of total learning hours, of which there will be 50 contact hours. Over a 10-week term, students will be take two 10 ECTS modules resulting in 100 hours of teaching, which translates into 10 hours contact teaching a week – five hours per module. For example, full-time students may have contact teaching scheduled over two days consisting of five hours per day in two 2.5 hour sessions.
The 20 ECTS final year project/dissertation will be delivered over the final two terms of year three of the full-time programme. This will consist of 100 hours of contact teaching, 50 hours each term. The contact teaching hours will primarily consist of weekly supervision sessions in conjunction with some lectures and small group discussions.
The total contact hours for each module over the three years (nine terms) will be 900 hours. The 10 ECTS taught modules (16 modules in total) each satisfy the 20% requirement (50 hours for each ECTS), where the final year project/dissertation requires more independent and guided self-study on the part of students.
Modules
MQF Level 5 Year 1 Full Time
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Apply analyses of complex health and social care issues from multiple perspectives.
b) Demonstrate and recognise and appreciate ethical dilemmas in health and social care practice.
c) Appreciate different health and social care systems at local, national and international levels.
d) Evaluate different levels of health and social care interventions and their impact of health and social care policies on practice and outcomes for individuals.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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.
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Essay | 1,500 words | 75% |
| 2 | Poster presentation | Equivalent to 500 words | 25% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Module Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| Essay: Roles of different health and social care professionals | Ca, Cc, Cd | Ka, Kb, Kc, Kd | GSa, GSb, GSc | CSa, CSb, CSc, CSd | DSa, DSc, DSd |
| Poster: Ethical issues in health and social care | Cb | Ke | GSa, GSb, GSc | CSd | DSa, DSb, DSc |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Appraise research literature, methodologies and different types of evidence.
b) Recognise ethical considerations in health and social care research together with the approval process.
c) Demonstrate proficiency in accessing, evaluating and synthesising information from diverse published sources.
d) Appreciate basic research concepts, terminology and principles in health and social care research.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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.
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Annotated bibliography portfolio | Equivalent to 1,000 words | 50% |
| 2 | Summary literature review | 1,000 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Module Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| Essay: Roles of different health and social care professionals | Ca, Cc, Cd | Ka, Kb, Kc, Kd | GSa, GSb, GSc | CSa, CSb, CSc, CSd | DSa, DSd |
| Poster: Ethical issues in health and social care | Cb | Ke | GSa, GSb, GSc | CSd | DSa, DSb, DSc |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Be responsible for understanding and practicing effective communication in a range of health and social care settings.
b) Apply ethical issues and dilemmas in health and social care settings and demonstrate potential resolutions to ethical dilemmas.
c) Collaborate with peers in small group discussions to appreciate and know how to practice professional behavior according to codes of conduct.
d) Evaluate legal issues and ethical decision-making in health and social care.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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.
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Essay on ethics | 1,000 words | 50% |
| 2 | Essay on communication | 1,000 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,000 word essay discussing one selected contemporary ethical issue in health and social care | Cb, Cd | Kb, Kd | GSa, GSb, GSc | CSb, CSd | Dsa, DSb, DSc, DSc |
| 1,000 word essay discussing the importance of effective communication between health professionals for client outcomes | Ca, Cc | Ka, Kc | GSa, GSb, GSc | CSa, CSc | Dsa, DSb, DSc, DSc |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Evaluate the influence of culture and society on health beliefs, behaviours, and practices.
b) Identify social determinants of health and their impact on health outcomes
c) Demonstrate an understanding of the concept of cultural competence and its importance in healthcare delivery.
d) Recognise and respect diverse cultural perspectives on health and illness.
e) Apply principles of cultural competence to enhance communication and care delivery in healthcare settings.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Essay on cultural competence | 1,500 words | 75% |
| 2 | Poster – ethical issues across cultures | Equivalent to 500 words | 25% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,500 word essay discussing cultural competence in health with reference to cultural diversity | Ca, Cb, Cc | Kb, Kc, Kd | GSa, GSb, GSc | CSb, CSd | DSa, DSb, DSc, DSe |
| Poster depicting concepts, topics and issues concerning ethical considerations across different cultures | Cd, Ce | Ka, Kd, Ke | GSb, GSc | CSa, CSc | DSa, DSb, DSc, DSe |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Be responsible for evaluating the roles of biological, psychological and social perspectives on health and ill health
b) Demonstrate how to represent a lifespan perspective on health and the role of biological, psychological and social influence.
c) Identify health disparities and inequalities and the influence of social factors such and the environment and housing.
d) Be responsible for explaining health behavior change and holistic approaches to health promotion and wellbeing.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Case study | 1,000 words | 50% |
| 2 | Essay | 1,000 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,000 word case study discussing biological, psychological and social aspects of health and ill health | Ca, Cc | Ka, Kc | GSa, GSb, GSc | CSa, CSb, CSd | Dsa, DSb, DSc, DSd |
| 1,000 word essay discussing interactions between biological, psychological and social influences on health | Cb, Cd | Kb, Kd | GSa, GSb, GSc | CSc | Dsa, DSb, DSc, DSd |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Evaluate the concepts of care, compassion and wellbeing in health and social care practice.
b) Demonstrate understanding of ethical considerations and professional responsibilities related to care provision and compassion in health and social care.
c) Be responsible for effective communication and interpersonal skills to build relationships and promote trust and empathy.
d) Evaluate strategies for self-care and resilience-building to maintain personal wellbeing in demanding health and social care environments.
e) Demonstrate leadership skills to foster compassionate care cultures and identify how to implement organizational change.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Case study | 1,000 words | 50% |
| 2 | Essay | 1,000 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,000 word case study discussing highlighting ethical considerations and practical strategies for promoting care and compassion | Ca, Cc | Ka, Kc | GSa, GSb, GSc | CSa, CSb, CSd | Dsa, DSb, DSc, DSd |
| 1,000 word reflective portfolio exploring personal experiences and insights and professional development needs | Cb, Cd | Kb, Kd | GSa, GSb, GSc | CSc | Dsa, DSb, DSc, DSd |
MQF Level Year 2 Full Time
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Be responsible for having a capacity for critical analysis and evaluation of health disparities, inequalities and social determinants of health.
b) Appreciate the importance of cultural sensitivity to diverse backgrounds and experiences and be able to understand how culturally competent care can be provided
c) Recognise ethical principles and dilemmas related to promoting equality and social justice in health and social care practice.
d) Evaluate the importance of the role of advocacy in promoting equality and social justice, strategies for effective advocacy, community engagement.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | 1,500 word essay | 1,500 words | 75% |
| 2 | PowerPoint presentation | Equivalent to 500 words | 25% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,500 word critical analysis of a policy or intervention aimed at promoting equality and social justice in health and/or social care | Cb, Cc, Cd | Ka, Kb, Kc | GSa, GSb, GSc | CSa, DSb, DSc | DSa, DSb, DSc, DSd |
| PowerPoint presentation with notes on intersectionality and health equality | Ca | Kc | GSa, GSb, GSc | CSd | DSa, DSb, DSc, DSd |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Apply critical thinking to the roles of biological, psychological and social theories and influences for health ageing in older adults.
b) Recognise a range of health-related diseases and conditions in elderly adults and associated prevention strategies.
c) Apply critical appreciation to assess physical, psychological and social health in elderly adults.
d) Explain end-of-life palliative care and palliative support taking account of different individual personal preferences and the values of bereavement support.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Critical evaluation | 1,000 words | 50% |
| 2 | Essay | 1,000 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| Critical evaluation of health promotion strategies and initiatives to support healthy ageing | Cb, Cd | Kb, Kc, Kd | GSa, GSb, GSc | CSb, CSd, CSe | DSa, DSb, DSc, DSd |
| Essay on biological, psychological and social aspects of healthy ageing. | Ca, Cc | Ka, Ke | GSa, GSb, GSc | CSa, CSc | DSa, DSb, DSc, DSd |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Demonstrate understanding of different types of abuse, indicators of abuse, intersectionality in the context of safeguarding.
b) Apply critical appreciation to the importance of communication and partnership working for engaging with children and adults at risk.
c) Demonstrate understanding of safeguarding processes and procedures, investigations and case conferences and case reviews.
d) State and communicate strategies for prevention and the promotion of safeguarding including the value of early intervention.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Essay | 1,000 words | 50% |
| 2 | Essay | 1,000 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,000 word essay to describe different types of abuse and discuss safeguarding and risk assessment | Ca, Cb | Kb, Kc | GSa, GSb, GSc | GSc, GSd | DSa, DSb, DSc, DSd |
| 1,000 word essay on safeguarding and preventative strategies | Cc, Cd | Ka, Kd, Ke | GSa, GSb, GSc | CSa, Csb | DSa, DSb, DSc, DSd |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Explain policy making, implementation and effects on practice at local, national and international levels.
b) Be responsible for explaining access to healthcare and social services in relation to equity, affordability and availability.
c) Apply understanding of health inequalities to real-life examples and how intervention policies affect practice and outcomes.
d) Describe and understand international health policies, the role of the WHO, transnational health challenges and international collaboration.
e) Demonstrate insights and understanding of ethical, legal and human rights considerations in health and social care policy making.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Essay | 1,500 words | 75% |
| 2 | PowerPoint presentation | Equivalent to 500 words | 25% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,500 word essay on policies related to health inequality | Ca, Cb, Cc, Cd | Ka, Kb, Kc, Kd | GSa, GSb, GSc | CSa, CSb, CSc, CSd | DSa, DSb, DSc, DSd |
| PowerPoint presentation with notes on ethical, legal and human rights | Ce | Ke | GSa, GSb, GSc | CSe | DSa, DSb, DSc, DSd |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Show critical understanding of the appropriateness of different research methodologies and research designs to identify important issues in health and social care.
b) State the role of theory and concepts informing the design and questions asked in health and social care research.
c) Be responsible for taking account of ethical issues and ethical dilemmas in evaluation research in health and social care.
d) Demonstrate how to disseminate and communicate research findings and implications for evidence-based practice to diverse audiences in health and social care.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Evaluation of published research article | 1,000 words | 50% |
| 2 | Essay on validity and reliability in research | 1,000 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,000 word evaluation of a published research article on an empirical study of health and social care practice | Ca, Cb, Cc, Cd | Ka, Kb, Kc, Kd, Ke | GSa, GSb, GSc | Ka, Kb, Kc, Ke | DSa, DSb, DSc, DSd |
| 1,000 word discussion of validity and reliability in research on health and social care | Cb, Cd | Ka, Kc | GSa, GSb, GSc | Kc, Ke | Dsa, DSb, DAc, DAd |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Represent different definitions of mental ill health and mental health and how classification systems, such as DMS-5, help diagnose and categorise different types of mental disorders.
b) Evaluate the role of biological, psychological, social and environmental influences on mental ill health.
c) Explain different types of common mental disorders including depression and mood disorders, anxiety disorders, psychotic disorders.
d) State how health promotion can help prevent mental ill health, promote mental health and help with recovery from mental illness.
e) Demonstrate an understanding of different approaches used to support individual’s recovery from mental illness and build resilience.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Essay on factors influencing mental illness and recovery. | 1,500 words | 75% |
| 2 | Poster presentation on mental illness and stigma. | Equivalent to 500 words | 25% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,500 word essay discussing factors influencing mental illness and factors supporting recovery | Ca, Cb, Cc, Cd | Ka, Kb, Kc, Ke | GSa, GSb, GSc | CSa, CSb, CSc | DSa, DSb, DSc, DSd |
| Poster presentation on mental illness and stigma. | Cd, Ce | Kd, Ke | GSa, GSb, GSc | CSa, CSd | DSa, DSb, DSc, DSd |
MQF Level 6 Year 3 Full Time
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Demonstrate a critical understanding of the importance of evaluating and managing quality in health and social care.
b) Be responsible for being able to identify models and frameworks of quality improvement together with measures of quality and associated performance indicators.
c) State regulatory, legal, and ethical requirements/considerations when designing quality improvement initiatives and projects in health and social care
d) Show critical appreciation concerning the effectiveness of quality improvement projects and initiatives, identifying shortcomings and successes.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Critical analysis of quality improvement case study | 1,500 words | 50% |
| 2 | Essay on factors in designing quality improvement | 1,500 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,500 word critical analysis of a case study of quality improvement project of innovation in health and social care | Ca, Cb, Cd | Kb, Kc, Ke | GSa, GSb, GSc | CSa, CSb, CSc | DSa, DSb, DSc, DSd |
| 1,500 word essay on factors to be taken into consideration when designing a quality improvement intervention or project | Cb, Cc, Cd | Ka, Kc, Kd, Ke | GSa, GSb, GSc | CSb, CSd | DSa, DSb, DSc, DSd |
The social justice, equality and vulnerability in health and social care module provides and understanding and critical evaluation concerning the intersection of social justice, equality, and vulnerability within the context of health and social care provision. This module explores the structural determinants of health inequalities and the impact of social, economic, and political factors on health outcomes. The module examines strategies for promoting social justice and equality in health and social care practice, with a focus on addressing vulnerabilities and marginalized populations.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) 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.
b) Be responsible for being able to take account of health impact on vulnerable populations and marginalised groups.
c) State how health policies may impact on health inequalities and how policy interventions help promote health equality.
d) Show critical appreciation of the importance of cultural competence in health care delivery.
e) Carry out tasks related to self-critical reflection and identify potential personal biases and assumptions.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Critical analysis health policy and inequalities. | 1,500 words | 50% |
| 2 | Essay on inclusivity and cultural competence | 1,500 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,500-word critical analysis of health policy and health inequalities in relation to vulnerable groups and strategies to address | Ca, Cb, Cc | Ka, Kb | GSa, GSb, GSc | CSa, CSb, CSc | DSa, DSb, DSc, DSd |
| 1,500-word essay on inclusivity and cultural competence and strategies for addressing health inequalities | Cd, Ce | Kc, Kd | GSa, GSb, GSc | CSd, CSe | DSa, DSb, DSc, DSd |
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.
At the end of the module/unit the learner will have acquired the responsibility and autonomy to:
a) Be responsible for identifying, evaluating challenges to different types of evidence, including research, policy documents, professional guidelines and patient and other users in health and social care.
b) Show a critical understanding of the importance of political, economic and social factors influencing policy development and evidence challenges.
c) Challenge research evidence through assessing the quality and reliability of research studies taking into account sampling bias, confounding variable and design flaws.
d) Demonstrate challenges to evidence in respect of professional, legal and statutory considerations.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Critical analysis of different types of evidence | 1,500 words | 50% |
| 2 | Project/dissertation proposal | 1,500 words | 50% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 1,500 word critical analysis of different types of evidence used in health and social care | Ca, Cb, Cc, Cd | Ka, Kb, Kc, Kd | GSa, GSb, GSc | CSa, CSb, CSd | DSa, DSb, DSc, DSd |
| 1,500 word project/dissertation proposal in preparation for the 20 ECTS final year project/dissertation. | Ca, Cb, Cd | Kb, Kc, Kd | GSa, GSb, GSc | CSa, CSb, CSc | DSa, DSb, DSc, DSd |
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.
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.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Critical analysis of leadership and management | 2,500 words | 75% |
| 2 | Self-reflection on leadership and management style | 500 words | 25% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 2,500-word critical analysis of effective leadership and management in health and social care | Ca, Cb, Cc | Ka, Kb, Ke | GSa, GSb, GSc | CSa, CSb, CSc | DSa, DSb, DSc, DSd |
| 500-word self-reflection on personal leadership and management style | Cd, Ce | Kc, Kd | GSa, GSb, GSc | CSc, CSd | DSa, DSb, DSc, DSd |
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.
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 finding 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 be an academic.
| Total Contact Hours | 50 Hours |
| Supervised Placement and Practice Hours | N/A |
| Self Study Hours | 180 Hours |
| Assessment Hours | 20 Hours |
| Total Number of Hours | 250 Hours |
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%).
| Component Number | Form of Assessment | Assessment Size | Weighting (%) |
|---|---|---|---|
| 1 | Project/Dissertation report | 5,000 words | 85% |
| 2 | Presentation | 15 minutes | 15% |
The table below provides a mapping of the two module summative assessments in relation to learning outcomes for the module (competences, knowledge, generic skills, module-specific skills and module-specific digital skills and competences). The mapping shows that learning outcomes for the module are assessed in the set assessment tasks.
| Assessment | Competences (C) | Knowledge (K) | Generic Skills (GS) | Module-Specific Cognitive Skills (CS) | Module-Specific Digital Skills and Competences (DS) |
|---|---|---|---|---|---|
| 5,000 word project dissertation report | Ca, Cb, Cc, Cd, Ce, Cf | Ka, Kb, Kc, Kd | GSa, GSb, GSc | CSa, CSb, CSc, CSd | DSa, DSb, DSc, DSd |
| Presentation to peers with time for queries and questions | Cb, Ce | Kb, Kc, Kd | GSa, GSb, GSc | CSe | DSa, DSb, DSc, DSd |
