Part 1 – Assignment Brief:

1. Produce a critical and evaluative essay on service user involvement.

2. Reference should be made to theoretical concepts of service user involvement, with a critical evaluation of its impact on delivery/development of care services.

3. Articulate the person-centred approach in health and social care and critically appraise its importance for service providers.

4. Make links with and critically analyse themes/theory of power and empowerment throughout this essay.

In addition, the marking tutor will be looking for evidence of the following:

· Does the essay cover the main points of the topic logically?

· Is the essay presented in an appropriate context?

· Is the essay coherent and well-structured?

· Is there evidence of personal research in relation to the topic beyond material covered in class?

· Is there evidence of understanding of the topic?

Part 2:

 

Assessment Number

2

 

Assessment Type (and weighting)

15-20 mins Oral assessment –   Presentation (30%)

 

Assessment Name

Person Centred Approach – A Case Study

 

Assessment Submission Date

Printed and   electronic copy of presentation submitted to tutor on day

Learning Outcomes Assessed: 

 

LO4: Recommend, justify and   discuss appropriate strategies to implement a

person centred approach with reference to a specific experience / case

study

Part 2 – Assignment Brief:

Please use the oral assessment format provided for the development of your case study 

Presentation

1. You are required to deliver a presentation using a specific experience or case

study

2. You are required to collate and analyse information from scholarly and non

scholarly materials

Your presentation will address the following criteria:

• Introduce your case study

• Justify why it is important to implement a person centred approach in case of interest interest

• Discuss approach service user involvement strategies that relate and underpin the identified case study

• Consider the recommendations for practice, for a person centred approach, relevant to case study

• Draw some conclusions

image1.png

MSc Social Care, Health and Wellbeing

MODULE CODE: HSC7008

Module Title:

Person Centered Approaches and Service User Involvement in Health and Social Care

image2.png

MODULE GUIDE

2019/2020

Trimester 1

Level HE7

Contents

21. Module Overview

22. Learning and Teaching Strategy

33. Module Communications

34. Module Description

35. Learning Outcomes and Assessments

6. Assessment Deadlines 4

47. Assessment Feedback

8. Module Calendar 5

9. Formative Assessment 6

10. Indicative Reading 7

11. Guidelines for the Preparation and Submission of Written Assessments 8

12. Academic Misconduct 10

13. Assessments 10

1414. General Assessment Criteria for Written Assessments(Level HE7)

1. Module Overview

Module Tutor Bimpe Kuti
Tel. no. 01204 903796
Email bk3@bolton.ac.uk
Office Location T3-38 – Deane Campus
Drop-in Availability Arrange via appointment
Weblink to Moodle Class https://moodle.bolton.ac.uk/course/view.php?id=12087
Weblink to Module Specification https://modules.bolton.ac.uk/HSC7008

2. Learning and Teaching Strategy

This module is delivered via one 3 hour session per week over 12 weeks. It will deliver effective learning and teaching to you as a student but also an individual working in practice. The 200 notional hours are delivered via a number of strategies that are effective and popular with our students. These include classroom work with formal lecturers incorporating discussion and debate in addressing core concepts, interactive learning activities/workshop sessions and problem-based learning. The sessions will be structured around a variety of teaching and learning methods such as reading exercises, discussions, critical thinking activities, web-based learning, amongst others, to provide input to help you develop in professional practice around person centered care and service user involvement in health and social care.

In addition, we aim to meet your individual learning needs by providing scheduled tutorial support where you can meet with the module tutor to discuss aspects of your studies and receive personalised advice and guidance. E-learning is also provided via Moodle to enable you to undertake further study in a place and at a time that is convenient for you.

You will be expected to prepare for classes by completing activities set by your tutors, this may include prior reading. The University’s Virtual Learning Environment (VLE) will provide access to weekly materials as well as links to additional resources such as academic journals and useful websites to aid your learning. In addition, the University’s Library pages provide access to a host of online resources such as e-journal and e-book repositories.

Revision sessions are scheduled for week 11 and 12 and in weeks 13 and 14 the two part assessment are due.

3. Module Communications

The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media.

Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However, responses will be longer in holiday periods.

4. Module Description

The aim of this module is to enable you to develop knowledge and understanding of the importance of a person-centered approach in policy and practice in health and social care. This module will enable you to consider the ways in which health and social care services have a mandate to engage with the needs of those using their services, with active consideration of their views both personally and in terms of service development.

Consequently, this module will facilitate in-depth understanding of the challenges to work in an effective, real way with service users / carers / communities. The importance of the voice of interest groups will be considered with the use of a case study / condition-based approach, from a holistic viewpoint. The module will help you critically review the process of inclusion / empowerment. It will give flexibility to consider different groups of service users, families and carers, which will enable you to explore experiences both widely and in terms of experiences, such as mental health, dementia, end of life, learning disabilities, those living with long-term conditions and disabilities. This module will fit well with others concerned with policy development and leadership / collaboration and integration.

5. Learning Outcomes and Assessments

Learning Outcomes Assessment
LO1: Critically appraise the situation experienced by service users and ways in which service providers can learn from their experiences Assessment 1:

Essay

LO2: Critically evaluate the impact of a person centered philosophy to the delivery and development of health and social care services Assessment 1:

Essay

LO3: Critically analyse empowerment, advocacy and partnership with reference to theory / ideology Assessment 1:

Essay

LO4: Recommend, justify and discuss appropriate strategies to implement a person centered approach with reference to a specific experience / case study Assessment 2:

Oral Assessment (Presentation)

6. Assessment Deadlines

Assessment item Due Date Weight
1

4,000 words Critical Essay Tuesday 14th January 2020 70%
2

15-20mins–Oral Assessment (Presentation) Tuesday 17th December 2019 30%

7. Assessment Feedback

Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.

We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.

Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.

8. Module Calendar

Week Day: Tuesday

Time:

9am-12noon

Topic
1 24.09.2019 Introduction to the Module

Assessment Guidelines

Introductory Session

· Exploring the meaning of person centred approach / service user involvement

2 01.10.2019 Historical perspectives on service user involvement / Person centred care

· The rationale for service user involvement

3 08.10.2019 NHS guidance on person centered approach / service user involvement

· Policy Evaluation

4 15.10.2019 Concepts for person centred care / service user involvement

· Theories / models of involvement

5 22.10.2019 Challenges and barriers to service user involvement in health and social care
6 29.10.2019 Empowerment, Advocacy and partnership

· Person centred approach in relation to empowering service users

· Theory/ideology

7 05.11.2019 Service User Workshop

· Person centred care – Personalisation

· The role of the expert patient

8 12.11.2019 Case Study – Workshop

· Strategies to implement a person centred approach in care

· Presentation Tutorial

9 19.11.2019 Person centred approach / service user involvement

· A method for health and social care services delivery and development

10 26.11.2019 Person centred approach / service user involvement

· Implications for service providers and professionals in practice

· Presentation and Essay Tutorials

11 03.12.2019 Individual Tutorials / Module Evaluation
12 10.12.2019 Assessment Workshops
13 Assessment 2: Oral Presentation (20 mins

Printed and electronic copy of presentation submitted to tutor on day

14 Trimester 2 – Begins
15 Assessment 1: 4, 000 words Critical Essay

To be submitted via Turnitn Weblink

NB: Please note that this module calendar may be subject to change.

9. Formative Assessment

Formative assessment is an important aid to learning. It is designed to provide you with feedback on your progress and inform development. It can be used to identify any areas which would benefit from extra attention on your part, or extra support from your tutor. Please note that it does not contribute to the overall formal assessment/mark for the module.

There are opportunities within this module for guidance on meeting the learning outcomes and learning from the taught components, which will be linked into the assessment strategy. There will be facilitated discussions around the key areas, supported by your individual tutorial sessions.

The importance of your individual tutorial sessions cannot be underestimated as they enable you to gain advice, support and feedback on your academic abilities, to support you with producing your final piece of writing for this module. It also assists the module tutor to plan future sessions and support.

Formative assessment within this module is provided through a variety of forms:

· Group activities and discussion

· Events/Guest speakers

· Tutorial (Group & Individual) feedback on assessment drafts

· Group tutorial revision sessions in preparation for assessment deadline

· IT and research skills workshop

10. Indicative Reading

Adams, R. (2008) Empowerment, participation and social work. London: Palgrave.

Beresford, P. and Carr, S. (2012) Social Care, Service Users and User Involvement. London: Jessica Kingsley Publishers

Chao, S. (2009) Toward Health Equity and Patient-Centeredness: Integrating Health Literacy, Disparities Reduction, and Quality Improvement: Workshop Summary. Washington, DC: The National Academies Press.

Department of Health & Public Health England (2014) A framework for personalized care and population health for nurses, midwives, health visitors and allied health professionals. London: DH

Fawcett, B., Fillingham, J., River, D., Smojkis, M. and Ward, N. (2018) Service user and carer involvement in health and social care: A retrospective and prospective analysis. London: Palgrave

Gosling, J. and Martin J. (2012) Making partnerships with service users and advocacy groups work: How to grow genuine and respectful relationships in health and social care. London: Jessica Kingsley Publishers

McPhail, M. (2008) Service user and carer involvement: beyond good intentions. Edinburgh: Dunedin Academic

Ndoro, S. (2010) Group, Community Participation, Empowerment and Advocacy; Working with Community Groups. London: VDM Verley

Nzira, V. and Williams, P. (2008) Anti-Oppressive Practice in Health and Social Care London: Sage

Thompson, N. (2006) Anti-Discriminatory Practice (4th ed). Basingstoke: Palgrave

Thompson, N. (2009) Promoting Equality; A learning development manual. Basingstoke: Palgrave

Thompson, N. (2015) People Skills. Basingstoke: Palgrave

Warren, J. (2007) Service User and Carer Participation in Social Work. Exeter: Learning Matters

Websites

· Department of Health & Social Care: www.dh.gov.uk

· National Health Service: www.nhs.uk

· The Health Foundation: https://www.health.org.uk/

· INVOLVE: http://www.invo.org.uk/

· National Institute for Health Research (NIHR): https://www.nihr.ac.uk/

· The King’s Fund: https://www.kingsfund.org.uk/

· NHS England: https://www.england.nhs.uk/

· Care Quality Commission: https://www.cqc.org.uk/get-involved

· Social Care Institute for Excellence: https://www.scie.org.uk/

11. Guidelines for the Preparation and Submission of Written Assessments

1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered.

2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.

3. You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).

Where a word limit is specified, the following penalty systems applies:

· Up to 10% over the specified word length = no penalty

· 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).

· More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.

4. All written work should be referenced using the standard University of Bolton referencing style– (For your programme HARVARD REFERENCING) – see: https://www.bolton.ac.uk/leaponline/My-Academic-Development/My-Writing-Techniques/Referencing/Level-2/Harvard-Referencing.aspx

5. Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.

6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).

7. Late work will be subject to the penalties:

· Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.

· More than 7 calendar days late This will be counted as non-submission and no marks will be recorded.

Where assessments are graded Pass/Fail only, they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. Students may request an extension to the original published deadline date as described below.

8. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.

Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects, at the discretion of the Programme Leader, may be longer than 14 days.

Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures.

Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork.

Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.

12. Academic Misconduct

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.

Please note that penalties apply if academic misconduct is proven. See the following link for further details:

https://www.bolton.ac.uk/about/governance/policies/student-policies/

13. Assessments

This assessment strategy has been designed to enable you to demonstrate that you have met the intended learning outcomes of the module.

Assessments will be in two parts.

Part 1:

Assessment Number 1
Assessment Type (and weighting) 4,000 words Critical Essay (70%)
Assessment Name Critical analysis on Service User Involvement in Health and Social Care
Assessment Submission Date To be submitted via Turnitn Weblink

Learning Outcomes Assessed:

LO1: Critically appraise the situation experienced by service users and ways

in which service providers can learn from their experiences

LO2: Critically evaluate the impact of a person centred philosophy to the

delivery and development of health and social care services

LO3: Critically analyse empowerment, advocacy and partnership with

reference to theory / ideology

Part 1 – Assignment Brief:

1. Produce a critical and evaluative essay on service user involvement.

2. Reference should be made to theoretical concepts of service user involvement, with a critical evaluation of its impact on delivery/development of care services.

3. Articulate the person-centred approach in health and social care and critically appraise its importance for service providers.

4. Make links with and critically analyse themes/theory of power and empowerment throughout this essay.

In addition, the marking tutor will be looking for evidence of the following:

· Does the essay cover the main points of the topic logically?

· Is the essay presented in an appropriate context?

· Is the essay coherent and well-structured?

· Is there evidence of personal research in relation to the topic beyond material covered in class?

· Is there evidence of understanding of the topic?

Part 2:

Assessment Number 2
Assessment Type (and weighting) 15-20 mins Oral assessment – Presentation (30%)
Assessment Name Person Centred Approach – A Case Study
Assessment Submission Date Printed and electronic copy of presentation submitted to tutor on day

Learning Outcomes Assessed:

LO4: Recommend, justify and discuss appropriate strategies to implement a

person centred approach with reference to a specific experience / case

study

Part 2 – Assignment Brief:

Please use the oral assessment format provided for the development of your case study

Presentation

1. You are required to deliver a presentation using a specific experience or case

study

2. You are required to collate and analyse information from scholarly and non

scholarly materials

Your presentation will address the following criteria:

• Introduce your case study

• Justify why it is important to implement a person centred approach in case of interest interest

• Discuss approach service user involvement strategies that relate and underpin the identified case study

• Consider the recommendations for practice, for a person centred approach, relevant to case study

• Draw some conclusions

The presentation should last 15 – 20 minutes and be designed, with time for questions

from marking panel at end.

This presentation makes up to 30% of your overall mark for this module. You must

demonstrate correct referencing throughout your presentation.

The general marking criteria will apply to both parts of your assignment. In addition,

the marking tutor will be looking for evidence of the following:

• Does the presentation cover the main points of the chosen topic logically?

• Is the material presented in an appropriate context?

• Is a coherent and well-structured presentation format made?

• Is there evidence of personal research in relation to the topic beyond material covered in class?

• Is there evidence of understanding of the chosen topic?

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 14)

Distinction (70% and above):

Students will provide an excellent critique of key literature sources on their chosen topic resulting in clear and logical conclusions. The literature review will demonstrate excellent knowledge of the subject area and confident use of appropriate theoretical models. Creative and well justified recommendations will be made as to how problems within the field may be addressed in practice. Extensive research demonstrating use of a wide range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be excellent.

Merit (60-69%):

Students will provide a cohesive appraisal of key literature sources on their chosen topic demonstrating critical reasoning skills. The literature review will demonstrate a sound knowledge of the subject area and use of appropriate theoretical models. Specific and detailed recommendations will be made as to how problems within the field may be addressed in practice. Research demonstrating use of a wide range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be good.

Pass (50-59%):

Students will provide a satisfactory appraisal of key literature sources on their chosen topic demonstrating critical reasoning skills. The literature review will demonstrate an adequate knowledge of the subject area and understanding of appropriate theoretical models. Recommendations will be made as to how problems within the field may be addressed in practice. Research demonstrating use of a range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be fair.

Fail (49% and below): Students who do not meet the requirements of a pass grade will not successfully complete the assessment activity.

Minimum Secondary Research Source Requirements:

Level HE7 – It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Reference List should include four refereed academic journals and five academic book.

14. General Assessment Criteria for Written Assessments (Level HE7)

% Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing
DISTINCTION Exceptional Quality 85-100% Directly relevant to title/brief.

Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge of theory and practice for this level.

Insightfully interprets appropriate concepts and theoretical models.

Demonstrates originality in conceptual understanding.

Presents an exceptional critique of key research material resulting in clear, original and illuminating conclusions.

Demonstrates distinctive, insightful and creative solutions to complex problems.

Produces exceptional work that makes a contribution to the development of knowledge and understanding in the subject area.

Coherently articulated and logically structured.

An appropriate format is used.

Exceptional presentational style & layout, appropriate to the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

Exceptionally well written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text.

An extensive range of contemporary and relevant references cited in the reference list in the correct style.

Excellent Quality 70-84% Directly relevant to title/brief.

Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge of theory and practice for this level.

Expertly interprets appropriate concepts and theoretical models.

Demonstrates originality in conceptual understanding.

Presents an excellent critique of key research material resulting in clear, original and illuminating conclusions.

Demonstrates insightful and creative thinking solutions to complex problems.

Produces excellent work that makes a contribution to the development of knowledge and understanding in the subject area.

Coherently articulated and logically structured.

An appropriate format is used.

Excellent presentational style & layout, appropriate to the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

Excellently written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text.

A wide range of contemporary and relevant references cited in the reference list in the correct style.

MERIT Good Quality 60-69% Directly relevant to title/brief.

Addresses the assumptions of the title and/or the requirements of the brief well.

Demonstrates a sound knowledge of theory and practice for this level.

Comprehensively interprets appropriate concepts and theoretical models.

Demonstrates originality in conceptual understanding

Presents a cohesive critique of key research material resulting in clear and original conclusions.

Demonstrates creative solutions to complex problems.

Produces superior work that makes a contribution to the development of knowledge and understanding in the subject area

For the most part coherently articulated and logically constructed.

An appropriate format is used.

Very good presentational style & layout, appropriate to the type of assignment.

Effective inclusion of FTP.

Well written with standard spelling and grammar. Style is clear and academic. Sources accurately cited in the text.

A range of contemporary and relevant references cited in the reference list in the correct style.

PASS Satisfactory Quality 50-59%

Generally addresses the assumptions of the title and/or the requirements of the brief.

Minor irrelevance in places.

Demonstrates an adequate knowledge of theory and practice for this level. Some minor omissions.

Satisfactorily interprets some appropriate concepts and theoretical models.

Demonstrates some originality in conceptual understanding.

Presents some critique of key research material resulting in original conclusions. Loss of focus in places.

Demonstrates some creativity in solving complex problems.

Produces satisfactory work that makes some contribution to the development of knowledge and understanding in the subject area.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar.

Style is legible and mainly academic.

Key contemporary and relevant academic sources are drawn upon.

Most sources are accurately cited in the text and reference list/bibliography.

Minor weaknesses evident.

FAIL Borderline Fail 45-49% Some implications of issues explored.

Some irrelevant and/or superficial arguments.

Some omissions evident in knowledge of theory and practice at this level.

Insufficient understanding of appropriate concepts and theoretical models.

Demonstrates some conceptual understanding in places.

A limited amount of critique of key research material with description in places. Lacks creativity. Some original conclusions. Limited attempt at articulation and problems with structure.

Some formatting errors.

Some weaknesses in the presentational style & layout.

Some inappropriate use of FTP.

Intermittent lapses in grammar and spelling.

Style hinders clarity in places and is not academic throughout.

Limited number of contemporary and relevant sources cited. Weaknesses in referencing technique.
Fail 30-44%

Significant degree of irrelevance to the title and/or brief.

Issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level.

Limited understanding and application of concepts.

A basic argument is presented, but too descriptive or narrative in style.

Limited originality and creativity.

Conclusions are not clearly stated.

Poorly structured. Lack of articulation.

Format deficient.

For the type of assignment, the presentational style &/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar make reading difficult in places.

Simplistic or repetitious style impairs clarity.

Inappropriate sources and poor referencing technique.
<30%

Relevance to the title and/or brief is intermittent or missing.

The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of conceptual understanding. Severely limited arguments. Descriptive or narrative in style with no evidence of critique and originality or creativity.

Conclusions are sparse.

Unstructured.

Lack of articulation.

Format deficient.

For the type of assignment, the presentational style &/or layout is lacking.

FTP as above.

Poorly written with numerous deficiencies in grammar, spelling, expression and style. An absence of academic sources and poor referencing technique.

12

image1.png

MSc Social Care, Health and Wellbeing

MODULE CODE: HSC7008

Module Title:

Person Centered Approaches and Service User Involvement in Health and Social Care

image2.png

MODULE GUIDE

2019/2020

Trimester 1

Level HE7

Contents

21. Module Overview

22. Learning and Teaching Strategy

33. Module Communications

34. Module Description

35. Learning Outcomes and Assessments

6. Assessment Deadlines 4

47. Assessment Feedback

8. Module Calendar 5

9. Formative Assessment 6

10. Indicative Reading 7

11. Guidelines for the Preparation and Submission of Written Assessments 8

12. Academic Misconduct 10

13. Assessments 10

1414. General Assessment Criteria for Written Assessments(Level HE7)

1. Module Overview

Module Tutor Bimpe Kuti
Tel. no. 01204 903796
Email bk3@bolton.ac.uk
Office Location T3-38 – Deane Campus
Drop-in Availability Arrange via appointment
Weblink to Moodle Class https://moodle.bolton.ac.uk/course/view.php?id=12087
Weblink to Module Specification https://modules.bolton.ac.uk/HSC7008

2. Learning and Teaching Strategy

This module is delivered via one 3 hour session per week over 12 weeks. It will deliver effective learning and teaching to you as a student but also an individual working in practice. The 200 notional hours are delivered via a number of strategies that are effective and popular with our students. These include classroom work with formal lecturers incorporating discussion and debate in addressing core concepts, interactive learning activities/workshop sessions and problem-based learning. The sessions will be structured around a variety of teaching and learning methods such as reading exercises, discussions, critical thinking activities, web-based learning, amongst others, to provide input to help you develop in professional practice around person centered care and service user involvement in health and social care.

In addition, we aim to meet your individual learning needs by providing scheduled tutorial support where you can meet with the module tutor to discuss aspects of your studies and receive personalised advice and guidance. E-learning is also provided via Moodle to enable you to undertake further study in a place and at a time that is convenient for you.

You will be expected to prepare for classes by completing activities set by your tutors, this may include prior reading. The University’s Virtual Learning Environment (VLE) will provide access to weekly materials as well as links to additional resources such as academic journals and useful websites to aid your learning. In addition, the University’s Library pages provide access to a host of online resources such as e-journal and e-book repositories.

Revision sessions are scheduled for week 11 and 12 and in weeks 13 and 14 the two part assessment are due.

3. Module Communications

The Module Tutor’s contact details are provided at the top of this page. You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these media.

Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt. However, responses will be longer in holiday periods.

4. Module Description

The aim of this module is to enable you to develop knowledge and understanding of the importance of a person-centered approach in policy and practice in health and social care. This module will enable you to consider the ways in which health and social care services have a mandate to engage with the needs of those using their services, with active consideration of their views both personally and in terms of service development.

Consequently, this module will facilitate in-depth understanding of the challenges to work in an effective, real way with service users / carers / communities. The importance of the voice of interest groups will be considered with the use of a case study / condition-based approach, from a holistic viewpoint. The module will help you critically review the process of inclusion / empowerment. It will give flexibility to consider different groups of service users, families and carers, which will enable you to explore experiences both widely and in terms of experiences, such as mental health, dementia, end of life, learning disabilities, those living with long-term conditions and disabilities. This module will fit well with others concerned with policy development and leadership / collaboration and integration.

5. Learning Outcomes and Assessments

Learning Outcomes Assessment
LO1: Critically appraise the situation experienced by service users and ways in which service providers can learn from their experiences Assessment 1:

Essay

LO2: Critically evaluate the impact of a person centered philosophy to the delivery and development of health and social care services Assessment 1:

Essay

LO3: Critically analyse empowerment, advocacy and partnership with reference to theory / ideology Assessment 1:

Essay

LO4: Recommend, justify and discuss appropriate strategies to implement a person centered approach with reference to a specific experience / case study Assessment 2:

Oral Assessment (Presentation)

6. Assessment Deadlines

Assessment item Due Date Weight
1

4,000 words Critical Essay Tuesday 14th January 2020 70%
2

15-20mins–Oral Assessment (Presentation) Tuesday 17th December 2019 30%

7. Assessment Feedback

Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.

We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment and examination work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.

Please take time you read or listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.

8. Module Calendar

Week Day: Tuesday

Time:

9am-12noon

Topic
1 24.09.2019 Introduction to the Module

Assessment Guidelines

Introductory Session

· Exploring the meaning of person centred approach / service user involvement

2 01.10.2019 Historical perspectives on service user involvement / Person centred care

· The rationale for service user involvement

3 08.10.2019 NHS guidance on person centered approach / service user involvement

· Policy Evaluation

4 15.10.2019 Concepts for person centred care / service user involvement

· Theories / models of involvement

5 22.10.2019 Challenges and barriers to service user involvement in health and social care
6 29.10.2019 Empowerment, Advocacy and partnership

· Person centred approach in relation to empowering service users

· Theory/ideology

7 05.11.2019 Service User Workshop

· Person centred care – Personalisation

· The role of the expert patient

8 12.11.2019 Case Study – Workshop

· Strategies to implement a person centred approach in care

· Presentation Tutorial

9 19.11.2019 Person centred approach / service user involvement

· A method for health and social care services delivery and development

10 26.11.2019 Person centred approach / service user involvement

· Implications for service providers and professionals in practice

· Presentation and Essay Tutorials

11 03.12.2019 Individual Tutorials / Module Evaluation
12 10.12.2019 Assessment Workshops
13 17.12.2019 Assessment 2: Oral Presentation (20 mins)

Submission Deadline – Tuesday 18th December 2018

Printed and electronic copy of presentation submitted to tutor on day

CHRISTMAS/NEW YEAR BREAK
14 07.01.2020 Trimester 2 – Begins
15 14.01.2020 Assessment 1: 4, 000 words Critical Essay

Submission Deadline – Tuesday 15th January 2019

To be submitted via Turnitn Weblink

NB: Please note that this module calendar may be subject to change.

9. Formative Assessment

Formative assessment is an important aid to learning. It is designed to provide you with feedback on your progress and inform development. It can be used to identify any areas which would benefit from extra attention on your part, or extra support from your tutor. Please note that it does not contribute to the overall formal assessment/mark for the module.

There are opportunities within this module for guidance on meeting the learning outcomes and learning from the taught components, which will be linked into the assessment strategy. There will be facilitated discussions around the key areas, supported by your individual tutorial sessions.

The importance of your individual tutorial sessions cannot be underestimated as they enable you to gain advice, support and feedback on your academic abilities, to support you with producing your final piece of writing for this module. It also assists the module tutor to plan future sessions and support.

Formative assessment within this module is provided through a variety of forms:

· Group activities and discussion

· Events/Guest speakers

· Tutorial (Group & Individual) feedback on assessment drafts

· Group tutorial revision sessions in preparation for assessment deadline

· IT and research skills workshop

10. Indicative Reading

Adams, R. (2008) Empowerment, participation and social work. London: Palgrave.

Beresford, P. and Carr, S. (2012) Social Care, Service Users and User Involvement. London: Jessica Kingsley Publishers

Chao, S. (2009) Toward Health Equity and Patient-Centeredness: Integrating Health Literacy, Disparities Reduction, and Quality Improvement: Workshop Summary. Washington, DC: The National Academies Press.

Department of Health & Public Health England (2014) A framework for personalized care and population health for nurses, midwives, health visitors and allied health professionals. London: DH

Fawcett, B., Fillingham, J., River, D., Smojkis, M. and Ward, N. (2018) Service user and carer involvement in health and social care: A retrospective and prospective analysis. London: Palgrave

Gosling, J. and Martin J. (2012) Making partnerships with service users and advocacy groups work: How to grow genuine and respectful relationships in health and social care. London: Jessica Kingsley Publishers

McPhail, M. (2008) Service user and carer involvement: beyond good intentions. Edinburgh: Dunedin Academic

Ndoro, S. (2010) Group, Community Participation, Empowerment and Advocacy; Working with Community Groups. London: VDM Verley

Nzira, V. and Williams, P. (2008) Anti-Oppressive Practice in Health and Social Care London: Sage

Thompson, N. (2006) Anti-Discriminatory Practice (4th ed). Basingstoke: Palgrave

Thompson, N. (2009) Promoting Equality; A learning development manual. Basingstoke: Palgrave

Thompson, N. (2015) People Skills. Basingstoke: Palgrave

Warren, J. (2007) Service User and Carer Participation in Social Work. Exeter: Learning Matters

Websites

· Department of Health & Social Care: www.dh.gov.uk

· National Health Service: www.nhs.uk

· The Health Foundation: https://www.health.org.uk/

· INVOLVE: http://www.invo.org.uk/

· National Institute for Health Research (NIHR): https://www.nihr.ac.uk/

· The King’s Fund: https://www.kingsfund.org.uk/

· NHS England: https://www.england.nhs.uk/

· Care Quality Commission: https://www.cqc.org.uk/get-involved

· Social Care Institute for Excellence: https://www.scie.org.uk/

11. Guidelines for the Preparation and Submission of Written Assessments

1. Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacing and each page should be numbered.

2. There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.

3. You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).

Where a word limit is specified, the following penalty systems applies:

· Up to 10% over the specified word length = no penalty

· 10 – 20% over the specified indicative word length = 5 marks subtracted (but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment).

· More than 20% over the indicative word length = if the assessment would normally gain a pass mark or more, then the final mark will capped at the pass mark for the assessment.

4. All written work should be referenced using the standard University of Bolton referencing style– (For your programme HARVARD REFERENCING) – see: https://www.bolton.ac.uk/leaponline/My-Academic-Development/My-Writing-Techniques/Referencing/Level-2/Harvard-Referencing.aspx

5. Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.

6. Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).

7. Late work will be subject to the penalties:

· Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.

· More than 7 calendar days late This will be counted as non-submission and no marks will be recorded.

Where assessments are graded Pass/Fail only, they will not be accepted beyond the deadline date for submission and will be recorded as a Fail. Students may request an extension to the original published deadline date as described below.

8. In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion the Module Tutor. You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.

Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects, at the discretion of the Programme Leader, may be longer than 14 days.

Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures.

Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork.

Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.

12. Academic Misconduct

Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.

Please note that penalties apply if academic misconduct is proven. See the following link for further details:

https://www.bolton.ac.uk/about/governance/policies/student-policies/

13. Assessments

This assessment strategy has been designed to enable you to demonstrate that you have met the intended learning outcomes of the module.

Assessments will be in two parts.

Part 1:

Assessment Number 1
Assessment Type (and weighting) 4,000 words Critical Essay (70%)
Assessment Name Critical analysis on Service User Involvement in Health and Social Care
Assessment Submission Date Tuesday 14th January 2020

To be submitted via Turnitn Weblink

Learning Outcomes Assessed:

LO1: Critically appraise the situation experienced by service users and ways

in which service providers can learn from their experiences

LO2: Critically evaluate the impact of a person centred philosophy to the

delivery and development of health and social care services

LO3: Critically analyse empowerment, advocacy and partnership with

reference to theory / ideology

Part 1 – Assignment Brief:

1. Produce a critical and evaluative essay on service user involvement.

2. Reference should be made to theoretical concepts of service user involvement, with a critical evaluation of its impact on delivery/development of care services.

3. Articulate the person-centred approach in health and social care and critically appraise its importance for service providers.

4. Make links with and critically analyse themes/theory of power and empowerment throughout this essay.

In addition, the marking tutor will be looking for evidence of the following:

· Does the essay cover the main points of the topic logically?

· Is the essay presented in an appropriate context?

· Is the essay coherent and well-structured?

· Is there evidence of personal research in relation to the topic beyond material covered in class?

· Is there evidence of understanding of the topic?

Part 2:

Assessment Number 2
Assessment Type (and weighting) 15-20 mins Oral assessment – Presentation (30%)
Assessment Name Person Centred Approach – A Case Study
Assessment Submission Date Tuesday 17th December 2019

Printed and electronic copy of presentation submitted to tutor on day

Learning Outcomes Assessed:

LO4: Recommend, justify and discuss appropriate strategies to implement a

person centred approach with reference to a specific experience / case

study

Part 2 – Assignment Brief:

Please use the oral assessment format provided for the development of your case study

Presentation

1. You are required to deliver a presentation using a specific experience or case

study

2. You are required to collate and analyse information from scholarly and non

scholarly materials

Your presentation will address the following criteria:

• Introduce your case study

• Justify why it is important to implement a person centred approach in case of interest interest

• Discuss approach service user involvement strategies that relate and underpin the identified case study

• Consider the recommendations for practice, for a person centred approach, relevant to case study

• Draw some conclusions

The presentation should last 15 – 20 minutes and be designed, with time for questions

from marking panel at end.

This presentation makes up to 30% of your overall mark for this module. You must

demonstrate correct referencing throughout your presentation.

The general marking criteria will apply to both parts of your assignment. In addition,

the marking tutor will be looking for evidence of the following:

• Does the presentation cover the main points of the chosen topic logically?

• Is the material presented in an appropriate context?

• Is a coherent and well-structured presentation format made?

• Is there evidence of personal research in relation to the topic beyond material covered in class?

• Is there evidence of understanding of the chosen topic?

Specific Assessment Criteria:

(Please note that the General Assessment Criteria will also apply. Please see section 14)

Distinction (70% and above):

Students will provide an excellent critique of key literature sources on their chosen topic resulting in clear and logical conclusions. The literature review will demonstrate excellent knowledge of the subject area and confident use of appropriate theoretical models. Creative and well justified recommendations will be made as to how problems within the field may be addressed in practice. Extensive research demonstrating use of a wide range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be excellent.

Merit (60-69%):

Students will provide a cohesive appraisal of key literature sources on their chosen topic demonstrating critical reasoning skills. The literature review will demonstrate a sound knowledge of the subject area and use of appropriate theoretical models. Specific and detailed recommendations will be made as to how problems within the field may be addressed in practice. Research demonstrating use of a wide range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be good.

Pass (50-59%):

Students will provide a satisfactory appraisal of key literature sources on their chosen topic demonstrating critical reasoning skills. The literature review will demonstrate an adequate knowledge of the subject area and understanding of appropriate theoretical models. Recommendations will be made as to how problems within the field may be addressed in practice. Research demonstrating use of a range of current secondary research sources will be evident in the annotated reference list. Academic style and referencing technique will be fair.

Fail (49% and below): Students who do not meet the requirements of a pass grade will not successfully complete the assessment activity.

Minimum Secondary Research Source Requirements:

Level HE7 – It is expected that the Reference List will contain between fifteen to twenty sources. As a MINIMUM the Reference List should include four refereed academic journals and five academic book.

14. General Assessment Criteria for Written Assessments (Level HE7)

% Relevance Knowledge Argument/Analysis Structure Presentation Written English Research/Referencing
DISTINCTION Exceptional Quality 85-100% Directly relevant to title/brief.

Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an exceptional knowledge of theory and practice for this level.

Insightfully interprets appropriate concepts and theoretical models.

Demonstrates originality in conceptual understanding.

Presents an exceptional critique of key research material resulting in clear, original and illuminating conclusions.

Demonstrates distinctive, insightful and creative solutions to complex problems.

Produces exceptional work that makes a contribution to the development of knowledge and understanding in the subject area.

Coherently articulated and logically structured.

An appropriate format is used.

Exceptional presentational style & layout, appropriate to the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

Exceptionally well written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text.

An extensive range of contemporary and relevant references cited in the reference list in the correct style.

Excellent Quality 70-84% Directly relevant to title/brief.

Expertly addresses the assumptions of the title and/or the requirements of the brief.

Demonstrates an excellent knowledge of theory and practice for this level.

Expertly interprets appropriate concepts and theoretical models.

Demonstrates originality in conceptual understanding.

Presents an excellent critique of key research material resulting in clear, original and illuminating conclusions.

Demonstrates insightful and creative thinking solutions to complex problems.

Produces excellent work that makes a contribution to the development of knowledge and understanding in the subject area.

Coherently articulated and logically structured.

An appropriate format is used.

Excellent presentational style & layout, appropriate to the type of assignment.

Effective inclusion of figures, tables, plates (FTP).

Excellently written answer with standard spelling and grammar.

Style is clear, resourceful and academic.

Sources accurately cited in the text.

A wide range of contemporary and relevant references cited in the reference list in the correct style.

MERIT Good Quality 60-69% Directly relevant to title/brief.

Addresses the assumptions of the title and/or the requirements of the brief well.

Demonstrates a sound knowledge of theory and practice for this level.

Comprehensively interprets appropriate concepts and theoretical models.

Demonstrates originality in conceptual understanding

Presents a cohesive critique of key research material resulting in clear and original conclusions.

Demonstrates creative solutions to complex problems.

Produces superior work that makes a contribution to the development of knowledge and understanding in the subject area

For the most part coherently articulated and logically constructed.

An appropriate format is used.

Very good presentational style & layout, appropriate to the type of assignment.

Effective inclusion of FTP.

Well written with standard spelling and grammar. Style is clear and academic. Sources accurately cited in the text.

A range of contemporary and relevant references cited in the reference list in the correct style.

PASS Satisfactory Quality 50-59%

Generally addresses the assumptions of the title and/or the requirements of the brief.

Minor irrelevance in places.

Demonstrates an adequate knowledge of theory and practice for this level. Some minor omissions.

Satisfactorily interprets some appropriate concepts and theoretical models.

Demonstrates some originality in conceptual understanding.

Presents some critique of key research material resulting in original conclusions. Loss of focus in places.

Demonstrates some creativity in solving complex problems.

Produces satisfactory work that makes some contribution to the development of knowledge and understanding in the subject area.

Adequate attempt at articulation and logical structure.

An acceptable format is used.

The presentational style & layout is largely correct for the type of assignment.

Inclusion of FTP but lacks selectivity.

Competently written with minor lapses in spelling and grammar.

Style is legible and mainly academic.

Key contemporary and relevant academic sources are drawn upon.

Most sources are accurately cited in the text and reference list/bibliography.

Minor weaknesses evident.

FAIL Borderline Fail 45-49% Some implications of issues explored.

Some irrelevant and/or superficial arguments.

Some omissions evident in knowledge of theory and practice at this level.

Insufficient understanding of appropriate concepts and theoretical models.

Demonstrates some conceptual understanding in places.

A limited amount of critique of key research material with description in places. Lacks creativity. Some original conclusions. Limited attempt at articulation and problems with structure.

Some formatting errors.

Some weaknesses in the presentational style & layout.

Some inappropriate use of FTP.

Intermittent lapses in grammar and spelling.

Style hinders clarity in places and is not academic throughout.

Limited number of contemporary and relevant sources cited. Weaknesses in referencing technique.
Fail 30-44%

Significant degree of irrelevance to the title and/or brief.

Issues are addressed at a superficial level and in unchallenging terms.

Demonstrates weaknesses in knowledge of theory and practice for this level.

Limited understanding and application of concepts.

A basic argument is presented, but too descriptive or narrative in style.

Limited originality and creativity.

Conclusions are not clearly stated.

Poorly structured. Lack of articulation.

Format deficient.

For the type of assignment, the presentational style &/or layout is lacking.

FTP ignored in text or not used where clearly needed.

Deficiencies in spelling and grammar make reading difficult in places.

Simplistic or repetitious style impairs clarity.

Inappropriate sources and poor referencing technique.
<30%

Relevance to the title and/or brief is intermittent or missing.

The topic is reduced to its vaguest and least challenging terms.

Demonstrates a lack of basic knowledge of either theory or practice for this level, with little evidence of conceptual understanding. Severely limited arguments. Descriptive or narrative in style with no evidence of critique and originality or creativity.

Conclusions are sparse.

Unstructured.

Lack of articulation.

Format deficient.

For the type of assignment, the presentational style &/or layout is lacking.

FTP as above.

Poorly written with numerous deficiencies in grammar, spelling, expression and style. An absence of academic sources and poor referencing technique.

12

 
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