Module Descriptors
FOUNDATION STUDIES IN PRACTICE
XPRE40097
Key Facts
Faculty of Health Sciences
Level 4
30 credits
Hours of Study
Scheduled Learning and Teaching Activities: 36
Independent Study Hours: 264
Total Learning Hours: 300
Assessment
- ASSIGNMENT weighted at 100%
Module Details
Module Texts
Naidoo, J. & Wills, J. (2000) Health Promotion: Foundations for Practice. (2nd edition) London, Bailliere Tindall. ISBN 0702 024481
Ogden, J (2004) Health Psychology: A textbook (3rd edition). Buckingham. Open University Press. ISBN: 03352 14711
Bowling, A. (2002) Research Methods in Health - Investigating Health and Health Services. Buckingham, Open University Press. ISBN0 335 20643 3
Muir Gray, J.A. (2001) Evidence Based Healthcare. London, Churchill Livingstone. ISBN 0 443 05721 4
Ogden, J (2004) Health Psychology: A textbook (3rd edition). Buckingham. Open University Press. ISBN: 03352 14711
Bowling, A. (2002) Research Methods in Health - Investigating Health and Health Services. Buckingham, Open University Press. ISBN0 335 20643 3
Muir Gray, J.A. (2001) Evidence Based Healthcare. London, Churchill Livingstone. ISBN 0 443 05721 4
Module Special Admissions Requirements
Registration as a student on a health and social care award.
Access to the clinical practice environment
Access to the clinical practice environment
Module Learning Strategies
Contact Hours: (36 hrs)
Interactive lectures 40%
Lecturer led seminars 30%
Student led sessions 30%
BLACKBOARD will be developed to support the learning.
Independent study: (264 hrs)
Research, electronic supported learning and reading 25%
Assessment preparation 25%
Preparing seminar work 20%
Individual work 20%
Preparing student led sessions 10%
"BLACKBOARD may be accessed as a support mechanism and resource"
Interactive lectures 40%
Lecturer led seminars 30%
Student led sessions 30%
BLACKBOARD will be developed to support the learning.
Independent study: (264 hrs)
Research, electronic supported learning and reading 25%
Assessment preparation 25%
Preparing seminar work 20%
Individual work 20%
Preparing student led sessions 10%
"BLACKBOARD may be accessed as a support mechanism and resource"
Module Resources
Lecturer, Peers, Classroom, Seminar Room, Access to a PC/ CD Rom/Virtual Learning Environment, Library and Learning Resource Centre, PowerPoint, TV and Video, Video Camera, Audio Tape, Flipcharts and Pens, Workbooks.
Module Indicative Content
To gain knowledge of the following concepts within the context of practice:
Models of health and illness
Psychosocial determinants of health
Introduction to the psychology of health
Public health, contemporary policy and politics
Introduction to health promotion
Philosophy of Science
The Elements of Evidence Based Health and Social Care
Justification for Evidence Based Health and Social Care
Asking Evidence Based Questions
Searching for Evidence, Appraising and Interpreting Evidence
Acting on Evidence: Putting it into Practice, Developing oneself as an Evidence Based Practitioner.
Models of health and illness
Psychosocial determinants of health
Introduction to the psychology of health
Public health, contemporary policy and politics
Introduction to health promotion
Philosophy of Science
The Elements of Evidence Based Health and Social Care
Justification for Evidence Based Health and Social Care
Asking Evidence Based Questions
Searching for Evidence, Appraising and Interpreting Evidence
Acting on Evidence: Putting it into Practice, Developing oneself as an Evidence Based Practitioner.
Module Additional Assessment Details
An essay of 2000 words weighted at 100% assessing all learning outcomes.
or
A Profile of evidence weighted at 100% assessing all learning outcomes
Formative assessment is a group presentation.
All students must adhere to the Faculty of Health and Science Policy on Confidentiality and Ethical Issues in Academic Practice and Learning
or
A Profile of evidence weighted at 100% assessing all learning outcomes
Formative assessment is a group presentation.
All students must adhere to the Faculty of Health and Science Policy on Confidentiality and Ethical Issues in Academic Practice and Learning