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Module Definition Form (MDF)

Module Code: MOD003141 Version 5 Date amended 05/07/12

1. Module Title Valuing People and Fostering and Respect

2a. Module Leader 2b. Department 2c. Faculty Rena Williams Department of Allied Health Faculty of Health, Care and Medicine and

3a. Level 3b. Module Type 4 Standard Module

4a. Credits 4b. Study Hours 30 300

5. Restrictions Type Module Code Module Name Condition Pre- None requisites: Co- None requisites: Exclusions: None Courses to which this None module is restricted

LEARNING, TEACHING AND ASSESSMENT 6a. Module Description The purpose of this module is to enable students to develop an informed and insightful understanding of the centrality of the individual in health and social care settings. Understanding of ethical principles is essential when caring for individuals and fostering dignity and respect. This module will provide an important foundation from which students will reflect critically upon their own personal values and those of their colleagues. Essential to this module is the understanding of respecting the uniqueness and strengths of individuals and groups who may be socially excluded. The module will develop students' understanding of , power, and responsibility within the practice of health and social care. The module will also equip students with a sound philosophical base to help them think about ethical dilemmas, conflicts, contradictions and tensions. The module will explore how interpersonal skills can be developed to be responsive to the diverse needs of clients. Students will be encouraged to explore how their own attitudes and beliefs can influence client care. The importance of situational factors such as stress and conflict will be explored to show how coping mechanisms utilised in these situations can enhance or undermine the dignity and respect shown to colleagues and clients. There is a recognition that the setting of assignments and readings based exclusively on local content or issues or the application of theory or concepts to local situations and scenarios is likely to be a disadvantage for many international students. International students will, at all

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6a. Module Description (Continued) times, be given the option to use their knowledge of their own local context in all assessments. Including the choice of culturally diverse assignment topics, texts and exemplars to all students will not only help international students demonstrate their understanding of concepts but also offers the opportunity for students to compare and contrast approaches to broaden their horizons The module will be delivered by face to face teaching, blended learning and on line delivery. The assessment consists of a presentation of a scenario from practice applying theories of ethics and principles of dignity and respect. Distance-learning students will be required to submit a visual presentation with a written commentary equivalent to 6000 words.

6b. Outline Content -Ethical principles: Deontology, Beneficence, non- Malfeasance, Paternalism, Autonomy. -Ethical dilemmas - -Dignity & Respect - -Confidentiality -Values -Related -Conduct in practice -Professional codes of conduct - -Verbal and non-verbal communication -Communicating non-defensively -Stereotyping and Attribution -Stress and coping mechanisms in relation to fostering dignity and respect -Developing empathy and reflective skills

6c. Key Texts/Literature Adams, R. (ed) 2007. Foundations of Health and Social Care. Basingstoke: Palgrave Macmillan. Brief, A. P. Ed. 2008. at Work. Cambridge: Cambridge University Press Clements, P., Spinks, T. 2009. The Equal Opportunities Handbook: How to Recognise Diversity, Encourage Fairness and Promote Anti-Discriminatory Practice (4th Ed.) London and Philadelphia: Kogan Page, Limited. Cuthbert, S. and Quallington, J. 2008. Health and Social Care Theory and Practice: Values for Care Practice. Exeter: Reflect Press. Dimond, B. 2008. Legal Aspects of Nursing. 4th edition. London: Pearson Education Duncan, P.2010. Values, ethics and . London: Sage Publications. Fuller, R.W. 2008 Dignity for all: how to create a world without . Williston, VT, USA: Berrett-Koehler. Hodson, R. 2001 Dignity at Work. Cambridge; New York: Cambridge University Press Hugman, B. 2009. Healthcare Communication [e-book] London; Chicago: Pharmaceutical Press. Leathard, A., McLaren, S., (eds) 2007. Ethics: Contemporary challenges in health and social care, Bristol: Policy Press. Mason, T, Carlisle, C, Watkins, C, Whitehead. E (eds) 2003 Stigma & Social Exclusion in Healthcare. London. Routledge Seedhouse, D. & Lovett, L. 1992. Practical Medical Ethics. Chichester: Wiley & Sons. Seedhouse, D. 2009. Ethics- the Heart of Healthcare. Wiley & Sons. Thompson, M., 2010, Understanding ethics: Teach yourself, London: Hodder Education Tschudin, V. 2003. Ethics in Nursing: the Caring Relationship. 3rd edition. Oxford: Butterworth Wheeler, H. 2012. Law, ethics and professional issues for nursing. London: Routledge

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6c. Key Texts/Literature (Continued) Last Updated: 12/Jun/2013

6d. Specialist Learning Resources Virtual Learning Environment

7. Learning Outcomes (threshold standards) No. Type On successful completion of this module the student will be expected to be able to: 1 Knowledge and Demonstrate an understanding of the ethical and moral concepts understanding pertaining to freedom, rights, responsibilities and the use of power in health and social care. 2 Knowledge and Discuss the need for high standards of interactions with others understanding which foster dignity and respect. 3 , practical, Examine and reflect upon personally held values and the impact affective and they might have on practice, individual learning and own transferable skills development. 4 Intellectual, practical, Identify strategies for enhancing dignity and respect accorded to affective and people in the health care setting. transferable skills

8a. Module Occurrence to which this MDF Refers Year Occurrence Period Location Mode of Delivery 2012/3 ZZF Template For Face to Face Face To Face Learning Delivery

8b. Learning Activities for the above Module Occurrence Learning Hours Learning Details of Duration, frequency and comments Activities Outcomes Lectures 12 x 3 hour sessions. Some formal input/lecture is provided in most sessions but much of the classroom time is taken up with large and small 36 1-4 group work and discussion to encourage and develop reflective skills and to help with the application of theory to individual practice situations and experience. Other teacher managed 1 1-4 Individual tutorial. learning Student Assignment preparation, participation in class managed 263 1-4 discussions. learning TOTAL 300

9. Assessment for the above Module Occurrence Assessment Assessment Learning Weighting (%) Fine Grade or Qualifying Mark No. Method Outcomes Pass/Fail (%) 010 Practical 1-4 100 Fine Grade 30 Details: Presentation of a scenario from practice applying theories of ethics and

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9. Assessment for the above Module Occurrence (Continued) Assessment Assessment Learning Weighting (%) Fine Grade or Qualifying Mark No. Method Outcomes Pass/Fail (%) demonstrating principles of dignity and respect. Distance-learning students will be required to submit a visual presentation with a written commentary equivalent to 6000 words. In order to pass this module, students are required to achieve an overall mark of 40%. In addition, students are required to: (a) achieve the qualifying mark for each element of fine grade assessment as specified above (b) pass any pass/fail elements.

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