Holistic Care of the Adult Across the Age Continuum - Scholarship Essay Example

Faculty of Health and Social Care BSc (Hons)/Diploma in Higher Education Nursing Module Handbook NM 5001 Holistic Care of the Adult across the Age Continuum Academic Year 2007/08 MODULE NO: NM 5001 MODULE TITLE: Holistic Care of the Adult across the Age Continuum The following documents can be found on IBIS or by following the associated link below: MODULE DESCRIPTOR http://ganymede.chester.ac.uk/moddesc/view.php'v=2835 SESSION CONTENT http://ganymede.chester.ac.uk/view.php'title_id=304897 ASSESSMENT (including, Late Work, Mitigating Circumstances, Appeals and Excess Wordage) http://ganymede.chester.ac.uk/index.php'page_id=163770 Students are strongly advised to avail themselves of the Rules of Assessment MODULE NO: NM 5001 MODULE TITLE: Holistic Care of the Adult across the Age Continuum MODULE TEAM Base Module Co-ordinator: Victoria Adinkra Warrington Module Leader Deputy Module Leader Traci Whitfield Glenda Hardy Leighton Module Leader Deputy Module Leader Adam Keen Tracey Jones Chester Module Leader Deputy Module Leader Liz Cooper Arrowe Park Module Leader Deputy Module Leader Victoria Adinkra Warrington Module Leader Lyz Moore Isle of Man ASSESSMENT BRIEF NM 5001 Holistic Care of the Adult across the Age Continuum Method of Assessment: ' '2. Written examination 'Continuous Assessment: Satisfactory achievement of all practice learning criteria in each CFP placement, recorded in Practice assessment document. Weighting: ' % Timing: Introduced to Students 'Week 1 of Trimester 1 module' Assignment submitted by student 'Week 13 of Trimester 2 Module' Resubmission date 'TBC' Learning Profile 'Wk 7 of Trimester 1 & Wk 13 of Trimester 2 ' Grading: Level ' ' ' 'The emphasis is on ability to relate complex elements of knowledge to one another; to seek links and to demonstrate a critical approach to data, evidence and where appropriate reflect on experience. ''This should illustrate ability to audit own skills and to demonstrate understanding of how the student monitors personal development and learning.' Length: '2000 or word equivalence' N.B. It is permissible to exceed the stated word limit by up to 10%, without penalty. Assignments which exceed these limits are liable to be penalised by the deduction of 5 marks per 1000 words excess (e.g. If a 1000 word assignment, 5 marks off for 1101-2000words, 10 marks off for 2101-3100 words, and so on). Specific Guidelines: '1. The unseen examination will be 2 hours in length and consist of two elements 2. Element (i) consists of short answer questions focusing on numeracy skills in relation to acute and continuing care issues. Students will be required to answer ALL questions correctly in this component (element requires 100% to pass). The use of a calculator is permitted to confirm answers. (Weighting: pass of element (i) constitutes 30% of examination total) 3. Element (ii) consists of long answer questions based on an unseen scenario. A selection of three scenarios will be given and the student will be required to select ONE scenario only. Each scenario is divided into two parts: Part 1 - Acute Care: requires the student to discuss and analyse appropriate assessment and management of care strategies adopting an ABCDE approach. Part 2 - Continuing Care: requires the student to examine longer term, holistic care needs in relation to self management of disease, pertinent to the given scenario (weighting 70% of examination) 4. Element (ii) should analyse relevent and appropriate evidence based practice ' Confidentiality Please refer to the Student Guidelines Relating to the maintenance of Confidentiality in Assignments found in the module handbook. Anonymous Marking: With reference to The Principles and Regulations 2006/7 Appendix A, the Faculty of Health and Social Care will apply anonymous marking (AM) to all assessed work, where it is practicable to do so. N.B. You must produce 2 copies of your assignment, one for submission and one to be retained by yourself. ASSESSMENT BRIEF NM 5001 Holistic Care of the Adult across the Age Continuum Method of Assessment: Other '1. Evidence based care plan ' Continuous Assessment: Satisfactory achievement of all practice learning criteria in each CFP placement, recorded in Practice assessment document. Weighting: 50% Timing: Introduced to Students 'Week 1 of Trimester 1 module' Assignment submitted by student 'Week 8 of Trimester 2 module' Resubmission date 'TBC' Learning Profile Week 14 of Tri 1 and Week 7 of Tri 2 Grading: Level 2 'Students will be assessed as competent (pass) or not competent (fail). Students must achieve all practice elements.' 'The emphasis is on ability to relate complex elements of knowledge to one another; to seek links and to demonstrate a critical approach to data, evidence and where appropriate reflect on experience. ''This should illustrate ability to audit own skills and to demonstrate understanding of how the student monitors personal development and learning.' Length: '2000 or word equivalence' N.B. It is permissible to exceed the stated word limit by up to 10%, without penalty. Assignments which exceed these limits are liable to be penalised by the deduction of 5 marks per 1000 words excess (e.g. If a 1000 word assignment, 5 marks off for 1101-2000words, 10 marks off for 2101-3100 words, and so on). Specific Guidelines: '1. Select a patient you have cared for during the module who requires acute and continuing care indicating your rationale for patient choice 2. Utilising the assessment date gathered, identify 2 problems related to the patients holistic care needs 3. Develop a care plan for the patient that addresses the 2 clearly identified problems related to his/her care needs 4. Each aspect of the plan must include an aim of care, interventions required and the rationale, based on best evidence for the care interventions identified. The interventions planned must include an appreciation of the ABCDE apporach to care and an analysis of the multidisciplinary approach to continuing care management 5. The rationale must be supported with reference to the sources of evidence utilised. Additional guidance: A profile of the patient you have selected should be submitted to the module leader by Week 10 of trimester 1. The profile should outline the assessment data related to his/her holistic care needs. The rationale for the patient choice should be indicated. Two problems, which are the priority for the patient, should be clearly identified. Feed back from the module leader will be provided during individual tutorials. ' Confidentiality Please refer to the Student Guidelines Relating to the maintenance of Confidentiality in Assignments found in the module handbook. Anonymous Marking: With reference to The Principles and Regulations 2006/7 Appendix A, the Faculty of Health and Social Care will apply anonymous marking (AM) to all assessed work, where it is practicable to do so. N.B. You must produce 2 copies of your assignment, one for submission and one to be retained by yourself. FACULTY OF HEALTH AND SOCIAL CARE DRAFTS POLICY 1. The Faculty of Health and Social Care is committed to supporting its students in the completion of their academic assignments in a consistent and appropriate manner. This policy statement draws upon the most recent University guidance on draft assignments (agreed University Learning and Teaching Committee 30th May 2007). This policy will be reviewed at the end of the academic year 2007/8. 2. The Drafts Policy relates to both undergraduate and post graduate students assessed work and also work submitted for reassessment. It does not apply to Dissertations. 3. Students are allowed to submit an initial 'plan' which must amount to no more than one side of A4. 4. Students may submit a second 'draft' which must normally amount to no more than 40% of the total word limit for the assignment. 5. Where students have identified learning needs, individual arrangements are appropriate. 6. Students must give due consideration to the general expectation that drafts are not normally to be submitted less than two weeks before the submission date. Programmes should ensure that students are aware of the deadlines for draft submission. 7. When providing feedback, staff must not include any indication of likely outcomes, including either grade or mark, but should restrict their comments to the academic skills element and the content of the emerging work. Approved Board of Studies 04/2007 Implementation 01/08/2007 Review Date: 07/2008 Level 2 Marking Criteria LEVEL 2 Exceptional Pass Excellent Pass Very Good Pass Good Pass Competent Pass Satisfactory Pass 100-90 89-80 79-70 69-60 59-50 49-45 Knowledge and depth Demonstrates extensive subject knowledge with excellent depth and breadth of discussion. Integrates a wide and pertinent range of academic sources. Demonstrates accurate and very good knowledge base of subject. Very good depth and breadth of discussion. Integrates a comprehensive range of academic sources. Demonstrates accurate and good subject knowledge. Good depth and breadth of discussion. Evidence of further reading. Demonstrates accurate and satisfactory subject knowledge. Appropriate depth and breadth of discussion. Some evidence of further reading. Demonstrates basic subject knowledge with no inaccuracies. Competent depth and breadth of discussion. Background reading relevant but could be extended. Knowledge general rather than subject specific. No gross inaccuracies. Limited discussion. Limited background reading apparent. Comprehension and analysis Creative innovative synthesis of ideas. Challenging comprehensive critical analysis sustained throughout. Synthesizes a wide range of views or information whilst remaining focused. Insightful interpretation. Very good depth and breadth of critical analysis throughout. Synthesizes a range of views or information. Consistent development of critical analysis. Some creative thinking. Demonstrates an understanding of the major issues by clear explanation. Evidence of critical analysis. Demonstrates competent understanding by explanation of main topic issues. Some analysis and interpretation evident, although descriptive at times. Ability to contrast main points. Satisfactory understanding demonstrated. Main issues are addressed but with limited interpretation. Mainly descriptive. Application / reflection Exceptional level of application of evidence based literature to practice. Selects, critically appraises and questions the validity of current knowledge and practice. Demonstrates excellent professional and/or clinical development through reflection. Excellent level of application of evidence based literature to practice. Selects, critically appraises and questions the validity of current knowledge and practice. Demonstrates very good professional and/or clinical development through reflection. Selects, critically appraises and theoretically applies relevant evidence based literature. Demonstrates good professional and/or clinical development through reflection. Selects, assesses and theoretically applies relevant evidence based literature. Demonstrates some professional and/or clinical development through reflection. Selects and applies relevant evidence based literature. Reflection demonstrates some professional and/or clinical learning. Selects and applies some relevant evidence based literature but some irrelevant material included. Reflection identifies some professional and/or clinical learning. Structure Exceptionally well planned and organised with great clarity and coherence. Excellent planning, preparation and organisation evident. Very well organised. Relevant planning and preparation evident. Good organisation, planning and preparation evident. Competent organisation, planning and preparation evident. Some planning, preparation and organisation evident. Academic style Exceptionally well written with accuracy and flair. Sophisticated, fluent and persuasive expression of ideas. Detailed attention to acknowledged referencing system. Extremely well written. Effective use of language. Good attention to acknowledged referencing system. Very well written. Very good use of language. Good attention to acknowledged referencing system and detail. Well written. Good use of language. Good attention to acknowledged referencing system and detail. Clearly written. Reasonable use of language. Overall competence in spelling, syntax and punctuation. Good attention to acknowledged referencing system. Generally accurate use of language. Some inaccuracies in spelling, syntax and punctuation but do not interfere with meaning. Few minor inaccuracies in referencing. D Hart, IoM August 2005 Level 2 Marking Criteria LEVEL 2 Borderline Pass Fail Poor Fail Very Poor Fail Extremely Poor Fail 44-40 39-30 29-20 19-10 9-0 Knowledge and depth Some inaccuracies demonstrating limited knowledge of subject. Superficial discussion with irrelevant information at times. Some evidence of background reading. Some inaccuracies demonstrating poor knowledge base of subject. Weak discussion with irrelevant content. Little evidence of relevant reading. Evidence of unsafe practice Knowledge base poor with many inaccuracies. Content largely irrelevant or inaccurate. Scant evidence of reading. Evidence of unsafe practice Knowledge base very poor with serious inaccuracies. Content almost entirely irrelevant. Very poor use of sources. Evidence of unsafe practice No knowledge base evident. Content not relevant or correct. No use of sources. Evidence of unsafe practice Comprehension and analysis Satisfactory understanding demonstrated. Main issues are addressed but with limited interpretation. Mainly descriptive. Issues are poorly identified and addressed. Explanations are confused at times. Very little discussion of subject issues. Descriptive and superficial. Several key issues not identified. Purely descriptive. Minimal evidence of thought. No key issues identified. Isolated statements indicating lack of thought. No issues identified. Statements completely lack coherence and logic. Application / reflection Selects limited range of relevant literature but some irrelevant material included. Literature not always applied appropriately to clinical situation. Reflection on own learning unclear at times. Limited professional and/or clinical learning demonstrated. Little relevant material identified. Minimal application to clinical situation. Reflection on own learning unclear. Little clinical learning demonstrated. Very little relevant material identified. Not applied to clinical situation. Reflection is confused and learning not identified. No relevant material identified. Not applied to clinical situation. Reflection is confused and learning not identified. No relevant material identified. Not applied to clinical situation. No evidence of reflection or learning. Structure Some planning and preparation evident. Disorganised in parts Little planning and preparation evident. Disorganised. Serious deficiency in planning, preparation and organisation. Almost no evidence of planning, preparation and organisation. No evidence of planning, preparation and organisation. Academic style Generally adequate use of language. At times meaning is unclear. Several inaccuracies in spelling, syntax and punctuation. Some inaccuracies in referencing. Limited use of language. Unclear meaning. Inaccurate or unprofessional terminology. Many errors in spelling, punctuation and syntax. Referencing incomplete or inaccurate. Poor use of language. Terminology inaccurate and inappropriate. Many serious errors in spelling, punctuation and syntax. Referencing inaccurate or absent. Very poor use of language. Meaning extremely unclear. Many serious errors of even basic spelling, syntax and punctuation. Incoherent expression. Heavily inaccurate and inappropriate use of language. D Hart, IoM August 2005 Level 2 Marking Criteria Cohort Module Student Number 1st Marker's Signature Date 2nd Marker's Signature Date Moderator's Signature Date LEVEL 2 Knowledge and depth Comprehension and analysis Application / reflection Structure Academic style Total Marks Mark Awarded (Total ' 5) D Hart, IoM August 2005 Guidelines relating to the maintenance of Confidentiality in Assignments You must acknowledge your professional accountability in maintaining confidentiality within the assignment and any appendices used, by ensuring that, whilst relevant information gained is accurate and used for the purpose of the assignment only, all personal details of patients / clients / service users which identify him/her, are excluded from the text. Whilst retaining the essence of a scenario, where necessary some information may be altered to enhance anonymity (e.g. changing the number of siblings / children / place or type of work or accommodation / housing). Where it is necessary to refer to the ethnicity, physical, mental or sexual health of your chosen client, this must be relevant only to the discussion of your chosen topic / scenario, whilst retaining the essence of the case study. Where the assignment requires reflection on specific practice / patient / client / service user scenarios, reference may be made within text to information contained within Trust / Unit documentation held in the public domain. Detailed information which may lead to identifying a specific client is not to be included (e.g. Trust / Unit / Clinic / Ward / Consultant name is to be completely blanked out). Where these documents form part of the appendix, this process of blanking out names of people and places also has to be followed. Where the assignment requires you to discuss a general topic, for example Health Promotion, and does not reflect on specific patient / client / service user scenarios, reference may be made within text to information contained within Trust / Unit information held within the public domain. This documentation may be included for further reference as appendices. Students are expected to submit a declaration, within the assignment, which recognises their accountability in relation to confidentiality and professional practice - "NMC Code of Professional conduct: Standards for Conduct, Performance and Ethics (NMC 2004)" updated 14 Dec 06 amj/man Read More