Throughout the module students will be engaged in a variety of learning strategies. Formal lectures will be employed to deliver key content and generate 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.

Elements of this module will be delivered via Blackboard.

Contact Hours (36 hours)
70% Lead lectures
30% Group and individual presentation of care plans

Independent Study Hours (114 hours)
100% preparation for assignment work - reading, researching, retrieval of information

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.

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

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.

In order to meet the assignment criteria it is necessary to be working with or have access to the client group

Library
Study skills/ IT support advisors
Access to a computer and the internet
Utilising e mail facilities
Access to Blackboard

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.

Written paper of 3000 words describing an assessment and care plan, including the process and tools used, critically analysing and reflecting on the process used, underlying models and the application of theory to practice.

The following represent university grading criteria for M level work

PASS WITH DISTINCTION
An outstanding piece of work which meets all the requirements of a merit grade and in addition:
Demonstrates creativity and innovation. There is substantial evidence of critique, challenge and original thought. The arguments presented are compelling and authoritative and demonstrate synthesis to support new ideas.


PASS WITH MERIT
A piece of work which meets all the requirements for a pass grade and in addition:
Presents arguments which have been underpinned by a thorough exploration of data and conceptual-based evidence which may go beyond the boundaries of the discipline. Discussion communicates ideas and arguments logically, concisely, clearly and effectively


PASS
Proficient, fluently, presented arguments that demonstrate understanding of theoretical issues in the application of knowledge.
Work includes critical analysis that demonstrates breath and depth of literature and knowledge in the subject area, and originality in presentation.
The use of evidence demonstrates an understanding of the problem of the boundaries of knowledge and is used as a basis for problem solving.
Referencing is complete and accurate