Course unit details:
Working Effectively with Crisis & Complexity in Dementia Care
||FHEQ level 7 – master's degree or fourth year of an integrated master's degree
||Variable teaching patterns
||Nursing & Midwifery
|Available as a free choice unit?
The unit is designed to equip you with the knowledge and skills to work effectively with people with dementia and family carers, during periods of crisis or when faced with complexity, upheaval, change or transition. To this end, the unit addresses knowledge and skills around both behaviours that challenge and skilled working with carers or broader support networks.
For the purposes of this unit, you are asked to consider aspects of your practice that will be constructed from best available evidence. The goal is for you to articulate and make recommendations for the implementation of a customised intervention developed within the context of a comprehensive assessment and a collaborative stance.
- Develop and enhance students’ ability to intervene at times of crisis and improve the quality of life of those who have complex needs as a consequence of living with dementia.
Knowledge and understanding
- Demonstrate an in depth and broad understanding of what comprises crisis and complexity in the experience of dementia for the client, their carers, professionals and provider organisations.
- Demonstrate an in depth understanding of the potential impact on people with dementia and their carers of common transitional points when living with dementia.
- Demonstrate an in depth understanding and explain the extent to which systems and organisations may contribute to crisis and steps towards resolution.
- Identify and critically analyse context appropriate intervention strategies to promote quality of life for people with dementia and their carers.
- Critically evaluate and analyse the active ingredients of therapeutic interventions at times of perceived crisis.
- Critically analyse practice and organisational values and their contribution towards crisis and complexity.
C1. Demonstrate proficiency in the application of assessment, formulation and intervention skills in the context of crisis and complexity in dementia care.
Transferable skills and personal qualities
- Communicate effectively (verbal, non-verbal, written) in a variety of settings with a range of individuals.
- Effectively utilise information technology / health informatics.
- Demonstrate research and enquiry skills by accessing and analysing literature in order to inform and develop practice.
- Work co-operatively and effectively with others as a member of a team.
- Reflect on their own academic and clinical performance and utilise strategies to improve these.
- Use logical and systematic approaches to problem-solving and decision-making
|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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