20 credits at level HE6
Equipping practitioners in the fields of health and social care to develop family-centred practice (including ‘new ways of working’ ) within their occupational settings.
The module presents the opportunity for students to make reference to the NHS Knowledge and Skills Framework (DoH 2004), enabling students to identify reflect and gather evidence of their progression through the dimensions and levels outlined in the document.
Families as diverse socio-cultural phenomena – student perceptions and literature;
The impact of recent health and social policy on families; representative data concerning social change and family formations;
Situational analysis of ‘the family’ in current health and social care - including prevalent approaches and associated skills;
Theoretical perspectives on family-centred practice: functional, structural, systemic and developmental theories;
Evaluating current developments in family-centred health and social care including family centred public health practice; family health plans;
Identifying and evaluating practitioners’ skills in relation to family assessment and methods of working;
Issues of power, control and discrimination encountered in family-centred work; family poverty and working for equity;
Issues in relation to Community Health Care Nursing e.g. domestic violence (children, vulnerable adults), palliative care, carers, impact of acute and long term illness, disability;
Formulating plans for developing family-centred practice.
100 hours practice based learning
This includes working with families and family centred services incorporating educational visits and interviews with practitioners, services users and providers; use of a portfolio to guide structured reflection on the achievement of learning outcomes through practice based experience and construction and review of learning contracts.
100 hours college based learning
Classroom sessions 35 hours (14x2.5)
This includes lectures, case study work, presentation of work in progress with families and family centred services and contributions from external specialists in the field.
Self directed study 65 hours
This includes preparation for the assignment.
The assessment will take the form of a portfolio and two pieces of practice based course work.
You will be required to utilise your experiences of working with families as a resource for learning and will be required to use your Portfolio as a valuable resource towards completion of the assessment. For Specialist Practitioner students, the focus of the assignment should be negotiated and agreed between yourselves, the community practice teacher and the tutor. This should be documented within a learning contract. It should be relevant to field of specialist practice and your individual learning needs (e.g. family centred public health (HV); palliative care in the home (DN).
when you have successfully completed this module you will:
to demonstrate that you have achieved the learning outcome you will:
|1.||Justify the selection and application of theoretical frameworks to family assessment and subsequent practice.
Display an understanding of theoretical frameworks and apply and evaluate them in the context of analysis of practice.
|2.||Analyse and evaluate the impact of health and social policy upon families with whom you are concerned and draw conclusions about the implications for the development of family-centred practice.
Demonstrate an appropriate knowledge of the interaction between policy and the experiences of families in contact with health and social care agencies.
|3.||Develop key skills: Team skills and leadership; oral and written communication skills; problem solving.||Display team skills and leadership skills in the evaluation of practice and practice development; oral communication skills will be reviewed and demonstrated in direct work with families and colleagues; written communication skills will be demonstrated in submission of the assignment; problem solving will be evident in the facilitation of families in their caring/health promoting capacities and in the development of proposals for the enhancement of family centred health and social care.|
|4.||Demonstrate a critical awareness of families as diverse socio-cultural phenomena to which practitioners and services must be sensitive.
Critically reflect upon practice which will be informed by relevant literature.
Your achievement of the learning outcomes for this module will be tested as follows:
|Description||Practice based course work. Poster presentation based on Report or Case Study: ‘New ways of working’ in family centred health and social care. (Assessment criteria will be negotiated between the tutor and the group. Peer assessment will be moderated by the tutor).||Practice based course work. An assignment of 4,000 words evaluating family-centred health and social care in the form of : i) EITHER a report on a visit to a service, project or practitioner, OR ii) A case study of the student’s own work with a particular family or families.||Practice based course work. An assignment of 4,000 words evaluating family-centred health and social care in the form of : i) EITHER a report on a visit to a service, project or practitioner, OR ii) A case study of the student’s own work with a particular family or families.|
There are no prerequisites for this module.
No restrictions apply.
Aldous J (1996) Family Careers: Rethinking the developmental perspective. Sage, London.
Bell M (2002) The practitioner’s guide to working with families. Palgrave. Basingstoke. *
Canavan J, Dolan P and Pinkerton J (Eds) (2000) Family Support: direction from diversity. Jessica Kingsley Publishers. London.
Dallos R and McLaughlin E (1993) Social problems and the family. Open University/Sage, London
Dunn J and Deater-Deckard K (2001) Children’s views of their changing families. York Publishing Services. York.
Featherstone B (2004) Family Life and Family Support: a feminist analysis. Palgrave Macmillan. Basingstoke. *
Gastrell P and Edwards J (2000)
Community Health Nursing – Frameworks for Practice. 2nd edition. Bailliere Tindall, London
(Section 2: The family as a framework for practice) *
Giddens A (1999) Reith Lecture on the family
Grimshawe R and McGuire C (1998) Evaluating parenting programmes: a study of stakeholders’ views. National Children’s Bureau.
Herbert M (1996) Setting limits: promoting positive parenting. BPS. London.
Home Office (1998) Supporting Families The Stationary Office. London.
Kissane D W (2002) Family focussed grief therapy: a model of family centred care during palliative care and bereavement. Open University Press. London.
Klein D M, White J M (1996) Family theories: an introduction. Sage, London
McGoldrick M and Gerson R (1999) Genograms: assessment and intervention. W W Norton. New York.
Muncie J, Wetherell M, Langan M, Dallos R, Cochrane A (1997, 2nd Edition) Understanding the Family. Sage, London *
Neville D and Beak D (1995) Promoting positive parenting: A Professional Guide to Establishing Groupwork Programmes for Parents of Children with Behavioural Problems. Arena.
Nolan M (Ed) (2001) Working with older people and their families: key issues in policy and practice. Open University. London.
Qureshi T (2000) Where to turn: family support for south asian communities. NBC
Wasoff F and Dey I (2000) Family Policy. The Gildridge Press. Eastbourne.
Whyte D A (1997) Explorations in family nursing. Routledge, London *
|Host Subject Group:||Health, Social and Community Studies|
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