Module Descriptors
MASTERING PERSON CENTRED CARE FOR OLDER PEOPLE WITH MENTAL ILLNESS
XCPD70415
Key Facts
Faculty of Health Sciences
Level 7
15 credits
Hours of Study
Scheduled Learning and Teaching Activities: 14
Independent Study Hours: 136
Total Learning Hours: 150
Assessment
- ASSIGNMENT weighted at 80%
- ASSIGNMENT - SECOND ASSIGNMENT weighted at 20%
Module Details
Module Texts
Audit Commission (2000) Forget me not. Download from http://www.audit-commission.gov.uk/Products/NATIONAL-REPORT/4EEC12F0-AA9A-4CB0-90AE-7FC5CB6584CE/ForgetMeNot.pdf
Audit Commission (2002) Forget me not update. Download from
http://www.audit-commission.gov.uk/Products/NATIONAL-REPORT/3DFEF403-038C-464f-8518-441477E92B15/forgetupdate.pdf
CHESTON, R. & BENDER, M. (1999) Understanding Dementia: The Man with the Worried Eyes. London: Jessica Kingsley Publishers Ltd.
CSIP (2005) Everybody?s Business. Integrated mental health services for older adults: a service development guide. Download at:
http://www.olderpeoplesmentalhealth.csip.org.uk/everybodys-business.html
DoH (2001) National Service Framework for Older People.
Available online: http://www.nelh.nhs.uk/nsf/
DoH (1990) The care programme approach for people with a mental illness referred to the specialist psychiatric services. HC (90) 23.
DoH (1999) Effective care co-ordination in mental health services: modernising the care programme approach. Download from
http://www.dh.gov.uk/assetRoot/04/05/72/70/04057270.pdf
FACULTY OF OLD AGE PSYCHIATRY (2006) Raising the standard. Specialist services for older people with mental illness. London: Royal College of Psychiatrists. Available at:
http://www.rcpsych.ac.uk/PDF/RaisingtheStandardOAPwebsite.pdf
KITWOOD T (1997) Dementia Reconsidered the person comes first. Buckingham: Open University Press.
SIDELL, M. (1995) Health in Old Age: Myth Mystery & Management. Buckingham: Open University Press.
Additional texts will be highlighted in the module handbook.
Audit Commission (2002) Forget me not update. Download from
http://www.audit-commission.gov.uk/Products/NATIONAL-REPORT/3DFEF403-038C-464f-8518-441477E92B15/forgetupdate.pdf
CHESTON, R. & BENDER, M. (1999) Understanding Dementia: The Man with the Worried Eyes. London: Jessica Kingsley Publishers Ltd.
CSIP (2005) Everybody?s Business. Integrated mental health services for older adults: a service development guide. Download at:
http://www.olderpeoplesmentalhealth.csip.org.uk/everybodys-business.html
DoH (2001) National Service Framework for Older People.
Available online: http://www.nelh.nhs.uk/nsf/
DoH (1990) The care programme approach for people with a mental illness referred to the specialist psychiatric services. HC (90) 23.
DoH (1999) Effective care co-ordination in mental health services: modernising the care programme approach. Download from
http://www.dh.gov.uk/assetRoot/04/05/72/70/04057270.pdf
FACULTY OF OLD AGE PSYCHIATRY (2006) Raising the standard. Specialist services for older people with mental illness. London: Royal College of Psychiatrists. Available at:
http://www.rcpsych.ac.uk/PDF/RaisingtheStandardOAPwebsite.pdf
KITWOOD T (1997) Dementia Reconsidered the person comes first. Buckingham: Open University Press.
SIDELL, M. (1995) Health in Old Age: Myth Mystery & Management. Buckingham: Open University Press.
Additional texts will be highlighted in the module handbook.
Module Indicative Content
Person-centred care is one of the standards in the NSF for Older People (2001), which requires services `to ensure that older people are treated as individuals and that they receive appropriate and timely packages of care'. Forget me Not had been published by the Audit Commission in 2000 and made a range of recommendations regarding older people's mental health services, which are based on the need for person centred assessment, leading to the provision of appropriate coordinated and integrated services. Fundamental to the provision of person-centred mental health care, wherever it is delivered, is assessment and care planning.
The purpose of this module is to equip students with knowledge, understanding and skills to apply to the assessment and care planning process in their work environment for older people with mental health challenges. This will be achieved through the exploration of a range of underpinning principles, models and frameworks, and consideration of how they might be applied to practice with older people in health and social care settings. The module will include actively listening to and reflecting upon service user, carer and family experiences, critically appraising Government Policy and considering its impact on assessment and care planning, evaluating the use of standardised assessment tools, and other relevant evidence. Students will be required to reflect on the principles of assessment and care plan development, and to consider how ideas from models which are discussed might be applied to their own practice.
The module is taught by practitioners, currently engaged in clinical practice, who come from a range of disciplines and are active in practice based research and service development.
The purpose of this module is to equip students with knowledge, understanding and skills to apply to the assessment and care planning process in their work environment for older people with mental health challenges. This will be achieved through the exploration of a range of underpinning principles, models and frameworks, and consideration of how they might be applied to practice with older people in health and social care settings. The module will include actively listening to and reflecting upon service user, carer and family experiences, critically appraising Government Policy and considering its impact on assessment and care planning, evaluating the use of standardised assessment tools, and other relevant evidence. Students will be required to reflect on the principles of assessment and care plan development, and to consider how ideas from models which are discussed might be applied to their own practice.
The module is taught by practitioners, currently engaged in clinical practice, who come from a range of disciplines and are active in practice based research and service development.
Module Special Admissions Requirements
In order to meet the assignment criteria it is necessary to be working with or have access to the client group
Module Resources
Library
Tutorial support
Study skills / IT support advisors
Access to a computer and the internet (broadband access preferable)
Utilising e mail facilities
Tutorial support
Study skills / IT support advisors
Access to a computer and the internet (broadband access preferable)
Utilising e mail facilities
Module Additional Assessment Details
An assignment length 3000 words weighted at 80%
Written paper of 3000 words describing the assessment and care planning of either the user or carer or user-carer dyad interviewed as part of the course, to include the process and tools used, critically analysing and reflecting on the process used, underlying models and the application of theory to practice.
Formative Assessment:
A WEBLOG weighted at 20%
The weblog will be continually developed throughout the course with contributions as part of each topic area, to include reflection on processes used in the student's work context and the relationship between theory and practice. The weblog will ultimately contribute to the 3000 word assignment.
Via Weblogs: Students are required to present, brief casestudies relevant to the topic of the week and are advised of this in advance (rotate around the group). Peer and lecturer feedback provided and this allows students to develop towards summative submission.
Written paper of 3000 words describing the assessment and care planning of either the user or carer or user-carer dyad interviewed as part of the course, to include the process and tools used, critically analysing and reflecting on the process used, underlying models and the application of theory to practice.
Formative Assessment:
A WEBLOG weighted at 20%
The weblog will be continually developed throughout the course with contributions as part of each topic area, to include reflection on processes used in the student's work context and the relationship between theory and practice. The weblog will ultimately contribute to the 3000 word assignment.
Via Weblogs: Students are required to present, brief casestudies relevant to the topic of the week and are advised of this in advance (rotate around the group). Peer and lecturer feedback provided and this allows students to develop towards summative submission.
Module Learning Strategies
Throughout the module students will be engaged in a variety of learning strategies. Formal audio lectures will be employed to deliver key content and generate on-line group discussion. Seminar presentation, both small group and individual, will from an integral part of learning, this affords the opportunity to synthesise information from a number of sources and select effective methods for dissemination. Independently students will be expected to reflect upon, explore and evaluate practice. Sessions will be taught by individuals, from a range of health and social care backgrounds, currently active both in practice and in practice based research and service development.
Contact hours 14 (9%)
On-line Student led debate
On-line Tutorial support
Independent Study Hours 136 (91%)
100% reading and assignment preparation including listening to audio lectures and contributing to weblogs.
This module will be delivered via Blackboard.
Contact hours 14 (9%)
On-line Student led debate
On-line Tutorial support
Independent Study Hours 136 (91%)
100% reading and assignment preparation including listening to audio lectures and contributing to weblogs.
This module will be delivered via Blackboard.