Course unit details:
Dementia and Social Inclusion
||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?
This unit will support students to explore innovative approaches and work reflexively to address inequalities in health and social care, developing strategies to promote inclusion and social participation for people with dementia and their significant others according to a citizenship model of dementia
It will equip students to consider the value, significance and accessibility of supports and opportunities for participation and inclusion for people with dementia within their neighbourhoods/localities.
- Develop critical understanding of factors that can impact on the social inclusion or exclusion of people with dementia and their significant others.
- Develop critical awareness of social interventions/approaches that are aimed at supporting independence, empowerment, participation and well being for people with dementia and their significant others.
- Develop an understanding of how social diversity and inequality may relate to the experience of living with dementia and the implications for the provision of appropriate support and services.
- Consider the significance of neighbourhoods and social networks for people living with dementia and their significant others.
Knowledge and understanding
- Demonstrate a critical understanding of the concepts of “stigma”, “social disability” and “citizenship” and their relevance to dementia care practice.
- Demonstrate a critical understanding of how and why institutional and community based dementia care services may contribute to the social inclusion or exclusion of people with dementia.
- Develop an understanding of issues connecting social networks and neighbourhoods and their significance to the lived experience of people with dementia.
- Understand the implications of social diversity and inequality and how this informs the provision of culturally competent and appropriate support services for people with dementia and their supportive networks.
- Demonstrate a critical understanding of key legal, policy and ethical frameworks in the context of participation, choice, autonomy and inclusion.
- Critically explore a range of social approaches/interventions and their impact on the person, family and wider community.
- Critically reflect on the impact of key health and social care policy and practice and the lived experience of people with dementia and informal carers/ significant others.
- The capacity and skills to evaluate the relationship between environmental design and social inclusion/exclusion.
- Demonstrate a critical understanding of the concepts of risk-taking and risk management and the application of working with risk in practice.
- Consider the use and potential of technologies in relation to promoting independence and participation and be able to apply relevant ethical frameworks and the law to considering ethical issues that may arise.
- 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; innovative, culturally competent and empowering approaches to support the social inclusion of people with dementia and their significant others.
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.
- Question and interrogate one’s own beliefs and assumptions.
- Work in creatively empowering ways with users of services.
|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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