MSc Dementia Care APIMH
Year of entry: 2020
Course unit details:
Perspectives on Dementia
|Unit level||FHEQ level 7 – master's degree or fourth year of an integrated master's degree|
|Teaching period(s)||Variable teaching patterns|
|Offered by||Nursing & Midwifery|
|Available as a free choice unit?||No|
- Enable students to critically reflect on the lived experiences of people with dementia and their significant others.
- Equip students to explore and critically appraise bio-psycho-social-physical explanatory perspectives of dementia and their impact on professional and lay understandings
- Enable students to critically consider the impact of health and social policy on the lived experiences of people with dementia and their significant other
- Foster reflection of students’ own beliefs, assumptions and values in relation to dementia
Knowledge and understanding
- Demonstrate a critical understanding of key bio-psycho-social-physical explanatory models of dementia.
- Show a critical understanding of health and social policy and its impact on dementia care.
- Demonstrate an understanding of key ethical concepts and debates concerning personhood.
- Critically appraise the explanatory power of biological and psycho-social models of dementia when applied to first person experiences of dementia and care-giving.
- Critically reflect on one’s own perceptions of dementia and consider the contextual factors that may shape and inform these perceptions.
- Demonstrate skills in effective and sensitive communication with people with dementia and their significant others.
- Demonstrate how practice will be influenced by critical synthesis of first person perspectives, theoretical dimensions, research evidence base and personal reflection.
- Demonstrate via discussion, debate and shared learning skills in partnership working.
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.
- Develop logical and systematic approaches to problem solving.
- 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)||100%|
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|
|Simon Burrow||Unit coordinator|