Course unit details:
Dementia: A person centred approach to enhancing care, support and well-being
||Cont Education/Prof Developmen
||Variable teaching patterns
||Nursing & Midwifery
|Available as a free choice unit?
You may undertake this course unit as part of your diploma/degree pathway, or you may undertake the unit as a ‘stand alone’ course unit.
The unit will critically explore best practice, informed by a person-centred perspective. It will explore current research evidence, theory and first person experiences of people who are living with dementia.
Students will use this understanding to critically reflect on their own practice and begin to plan where changes can be made to enhance the care, support and well-being of people who are living with dementia.
Teaching will be delivered by experts in the field including practitioners and people who are living with dementia, utilising both face-to-face and on-line teaching methods.
Knowledge and understanding
- Explain and evaluate critically: key bio-psycho-social explanatory models of dementia.
- Explain, from a person centred perspective; the bio-psycho-social factors that can influence well-being and behaviour.
- Explain the concept of malignant social psychology and the potential for enabling or disabling practice
- Reflect critically on first-person and other evidence-based accounts of living with dementia.
- Identify and explain how key health and social policy drivers on dementia impact on dementia care practice.
- Identify and evaluate critically: assessment, intervention and communication approaches in the support and care of people who are living with dementia.
- Utilise an understanding of research, national/local policies, theory and first person experiences to inform a critical reflection of current practice.
- Demonstrate how practice will be influenced by consideration of first person perspectives, theoretical dimensions, research evidence base and personal reflection.
- Demonstrate skills in partnership working via discussion, debate and shared learning.
Transferable skills and personal qualities
- Communicate effectively and sensitively (verbal, non-verbal, written).
- Develop and utilise IT skills.
- Demonstrate research and enquiry skills by accessing and analysing literature in order to inform practice.
- Work co-operatively and effectively with others as a member of a team.
- Reflect on own academic and clinical performance and utilise strategies to improve these.
|Written assignment (inc essay)
Students will normally have the opportunity to receive feedback on formative work submitted prior to the summative assessment. Other feedback opportunities will also be available in class and online discussion boards. Online feedback is provided in Grademark. Provisional feedback based on internal marking will be made available prior to the Exam Board on the basis that these marks are yet to be ratified at the Exam Board and therefore may be subject to change. A standard feedback mechanism in Grademark is utilised across all postgraduate programmes within the School which provides detailed and constructive feedback on each component and aspect of assessment and identifies areas of strength and those aspects which could be enhanced.
Student feedback is obtained through open discussion forums on blackboard, in class discussions, via formal University unit evaluation forms and also qualitative, in house evaluations at the end of the unit.
|Scheduled activity hours
|Independent study hours
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