SH6P02 - Wellbeing in Later Life Practice-Based Project (2016/17)
Module specification | Module approved to run in 2016/17 | ||||||||||||||||
Module title | Wellbeing in Later Life Practice-Based Project | ||||||||||||||||
Module level | Honours (06) | ||||||||||||||||
Credit rating for module | 30 | ||||||||||||||||
School | School of Social Professions | ||||||||||||||||
Total study hours | 300 | ||||||||||||||||
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Assessment components |
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Running in 2016/17(Please note that module timeslots are subject to change) |
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Module summary
The Wellbeing in Later Life Practice Project module enables students to examine in depth an intervention relevant to wellbeing in later life in their specific area of practice. Students will conduct their project by collecting and interpreting secondary data and propose ways in which practice in this area might be developed. A key focus will be on the identification of the social and environmental determinants of wellbeing at the local level and how these might be addressed with a view to informing their own practice and consolidating transferable skills for future employment in relevant fields.
The module is informed by the nature and scope of health studies, subject knowledge and understanding and subject-specific and transferable skills in the QAA Subject Benchmark Statements for Health Studies (2008).
The module will give students the opportunity to apply knowledge acquired through the Experiences of Later Life, Wellbeing in Later Life and Public Health and Health Promotion modules. Within the project students will be studying independently with support from a supervisor and members of the module team. In addition, students will be facilitated in analysing and debating relevant issues from their practice, using student-centred learning approaches such as seminars, self-directed learning and online group discussion.
Module aims
- To enable students to integrate and apply the skills and knowledge acquired from core modules on the course to their own practice in a sustained piece of independent academic work
- To develop students capacity to identify practical wellbeing issues in later life and to propose strategies of service development as a result of independent learning from appropriate sources and experiences.
- To help students develop academic and evaluative skills to support an evidence-based approach to their practice in promoting and sustaining wellbeing in later life.
- To provide learning opportunities that support the practitioner in improving wellbeing in later life within the context of local social and environmental determinants of wellbeing.
- Critically debate issues, practice and policy through engagement in online learning activities, and participation in teacher- and student-led seminars.
Syllabus
- Reflective practice
- Critical thinking and analysis
- Identifying local wellbeing needs
- Exploring wellbeing promotion interventions and strategies
- Proposing and planning a practice based project
- Recognising and addressing ethical challenges
- Gathering, interpreting and managing information
- Working with feedback
- Writing and re-writing
- Producing a complete practice based project
Learning and teaching
The teaching and learning strategy of the module emphasises self-directed study and independent and practice-based learning. A variety of teaching and learning strategies will be employed with opportunities to:
- Engage with selected preparatory reading
- Participate in seminar
- Observation
- Engage in online class discussion (discussion forum)
- Reflection on practice, recognising, valuing and utilising practice as a learning resource
- Seminar presentations
- Access support and guidance from a supervisor;
- Work independently in developing their practice-based project
- Presentations from service providers
- Visits
Students will prepare for seminars, presentations and online discussions by undertaking preparatory reading designed to facilitate understanding of theory and by reflecting on practice. They will reflect on their personal development in a reflective log and engage with peers and lecturers both online and in face-to-face sessions to consider strategies for service development. They will be supported in the enhancement of self-awareness and personal/professional growth through the use of strategies that include reflective practice and critical thinking. Students will also be encouraged to arrange visits to appropriate organisations and services in order to gain greater understanding of the practical challenges and this will be supported by visits from representatives from service providers.
Learning outcomes
On successful completion of the module students will be able to:
- Identify and define an appropriate wellbeing in later life topic for study within their area of practice.
- Select appropriate methods of study and approaches to analysis.
- Critically evaluate the application of evidence and theories to justify a proposal for service development in the identified area of practice.
- Produce a fluent and accurately written project for the specific practice context, demonstrating critical-thinking and awareness of current relevant issues in relation to the proposed service development.
Assessment strategy
The purpose of the formative and summative assessments is to give students an opportunity to develop and demonstrate their knowledge and skills as well as their critical and reflective analysis. Key to this are educational visits undertaken by students as these will form the basis for discussion and reflection within the project. The assessments will also provide students with the opportunity to develop transferable skills that will prove invaluable to them in their future career.
Students’ achievement of the learning outcomes will be demonstrated through a range of formative and summative exercises and tasks:
- A seminar presentation identifying the subject for their project and a rationale for this 15% (LO1, 3) (summative assessment)
- Project outline draft to supervisor (formative assessment)
- Online group activities – contributions to forum discussion 15% (LO1,2,3,4) (summative assessment)
- Completion of a learning log (formative assessment)
- Practice based project (3500 words) based on a wellbeing issue within the student’s area of practice 70% (LO1,2,3,4) (summative assessment)
Bibliography
Aveyard, H. Sharp, P. & Woolliams, S. (2015) A Beginner's Guide To Critical Thinking And Writing In Health And Social Care. Maidenhead: Open University Press
Aveyard, H. (2010) Doing a Literature Review in Health and Social Care: A Practical Guide. 2nd ed. Maidenhead: Open University Press
Bernard, M. (2000) Promoting health in old age: critical issues in self health care. Buckingham: Open University Press
Brown, J. S. Learmonth, A. M. & Mackereth, C. J. (2015) Promoting public mental health and wellbeing. Principles into practice. London: Jessica Kingsley
Coleman, P. G. Ivani-Chalian, C. & Robinson, M. (2015) Self and meaning in the lives of older people: case studies over twenty years. Cambridge: University Press
Cottrell, S. (2011) Critical Thinking Skills: Developing Effective Analysis and Argument. Basingstoke: Palgrave Macmillan (Palgrave Study Skills)
Local Government Association (2015) Ageing: the silver lining. The opportunities and challenges of an ageing society for local government. London: LGA
Manthorpe, J. Moriarty, J. Stevens, M. Sharif, N. & Hussein, S. (2010) Supporting black and minority ethnic older people’s mental wellbeing: accounts of social care practice. London: Social Care Institute for Excellence
McKendry, S. (2015) Critical Thinking Skills for Healthcare. London: Routledge
McMillan, K. A. & Weyers, J. D. B. (2013) How to improve your critical thinking & reflective skills. Harlow : Pearson Education Limited
Wallace, M. & Wray, A. (2011) Critical Reading and Writing for Postgraduates 2nd ed. London: Sage (Sage Study Skills Series)
Journals
Ageing and Society
Aging and Mental Health
Applied Psychology: Health and Well-Being
International Journal of Wellbeing http://www.internationaljournalofwellbeing.org/index.php/ijow/index
Psychology of Well-Being: Theory, Research and Practice http://psywb.springeropen.com
Useful websites:
British Society of Gerontology http://www.britishgerontology.org/home.html
Department of Health. Statistics at the Department of Health: https://www.gov.uk/government/organisations/department-of-health/about/statistics
Marmot Indicators 2014 - Local Authority Profiles
http://www.instituteofhealthequity.org/uk/marmot-indicators-2014-supporting-documents
Public Health Observatories: http://www.apho.org.uk/
PHORCAST - Public Health Online Resource for Careers, Skills and Training. Link to resources http://www.phorcast.org.uk/page.php?area_id=5
Public Health England: https://www.gov.uk/government/organisations/public-health-england
UCL Institute of Health Equity: http://www.instituteofhealthequity.org/