PLANNING CARE DELIVERY ESSAY: BSC IN HEALTH AND SOCIAL CARE: MODULE CODE – HSO5002

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Planning Care Delivery Essay: BSc in Health and Social Care: MODULE CODE – HSO5002

Planning Care Delivery Essay: BSc in Health and Social Care: MODULE CODE – HSO5002
Planning Care Delivery Essay: BSc in Health and Social Care: MODULE CODE – HSO5002
The aim of this module is to give consideration to the importance of care planning process in provision of health and social care. You will consider the importance of person-centred planning for individuals. A systematic approach to all stages of the process of care delivery and an understanding of the reasons for planning care in relation to national policy will be gained.
Indicative Content:
Needs assessment
Planning, implementation and reviewing of care plans
Nursing models
National and Local Policy relating to Planning Care Delivery
Person Centred approach
Anti-discriminatory Practice and cultural understanding.
please refer to module guide that states that this assignment is a REPORT and it talk about health in UK(UNITED KINGDOM)
Planning Care Delivery Essay: BSc in Health and Social Care: MODULE CODE – HSO5002
Bsc in Health and Social Care
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   Module Code: HSO5002
 Planning Care Delivery
 MODULE GUIDE
2017/2018
Contents
Overview.. 2
Learning and Teaching Strategy. 2
Module Communications. 2
Module Description.. 2
Learning Outcomes and Assessment 3
Assessment Deadlines. 3
Assignment feedback. 3
Module Calendar 4
Formative Assessment 5
Indicative Reading: 5
Guidelines for the Preparation and Submission of Written Assignments: 7
Academic Misconduct and Referencing. 9
Assessments. 10
 
1. Overview
 Web-link to Module Specification: https://modules.bolton.ac.uk/HSO5002
Weblink to Moodle Class: http://moodle2.bolton.ac.uk/course/view.php?id=6557
 
2.  Learning and Teaching Strategy
A combination of lectures, individual and small group tutorials, alongside group based activities will be used to develop knowledge and understanding. Theory will be linked with examples from health and social care through the use of numerous case studies, role plays and workshops. This is aimed at enabling you to develop a clear understanding, considering how the theory and academic knowledge will link into health and social care practice. You will have an individual tutorial to consider the assessment. The theory will be linked with examples from health and social care and case studies will be used, which will give insight into how the academic knowledge fits with practice. You will have considerable one to one support from both tutors at the University. Distance and online resources will also be used to complement the learning process.
 
3.  Module Communications
The Module Tutor’s contact details are provided at the top of this page.  You must check your University of Bolton email address and the Moodle area dedicated to this module regularly as many module communications are channelled through these mediums.
 
Your Module Tutor will normally aim to respond to your email messages within 2 full working days of receipt; however responses will be longer in holiday periods.
 
4.   Module Description
The aim of this module is to give consideration to the importance of care planning process in provision of health and social care. You will consider the importance of person-centred planning for individuals. A systematic approach to all stages of the process of care delivery and an understanding of the reasons for planning care in relation to national policy will be gained.
 
Indicative Content:
 
Needs assessment
Planning, implementation and reviewing of care plans
Nursing models
National and Local Policy relating to Planning Care Delivery
Person Centred approach
Anti-discriminatory Practice and cultural understanding
5.   Learning Outcomes and Assessment
 
 
Learning Outcomes
 
 
Assessment
LO1:  Identify policy and legislation relevant to care planning and the stages and design in the process of care delivery within health and social care.
 
Report
LO2: Identify the range of information required to make an appropriate needs assessment, demonstrating understanding of the use of observation and communication skills
 
Report
LO3: Demonstrate knowledge of the involvement of service users in the care planning process with regard for anti-discriminatory practice
 
Report
LO4: Consider the importance of multi-professional working in the care planning process
 
Report
 
 
6.   Assessment Deadlines
 
 
Assessment item
 
 
Due Date
 
Weight
 
1
 
Report with Flow Chart
 
30th April 2018
 
100%
 
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7.   Assignment feedback
Feedback on items of assessment can be formal (such as on a signed feedback form) or informal (such as advice from a tutor in a tutorial). Feedback is therefore not just your grade or the comments written on your feedback form, it is advice you get from your tutor and sometimes your peers about how your work is progressing, how well you have done, what further actions you might take.
 
We recognise the value of prompt feedback on work submitted. Other than in exceptional circumstances (such as might be caused by staff illness), you can expect your assignment work to be marked and feedback provided not more than 15 working days from the deadline date. However, please note that that such feedback will be provisional and unconfirmed until the Assessment Board has met and may therefore be subject to change.
 
Please take time you read/listen to your assessment feedback. This can be very useful in determining your strengths and key areas for development, and can therefore help you improve on future grades.
 
8.   Module Calendar
 
Session
Date/Week Commencing
Subject Area
Study skills
 Sessions
Fridays 9am-12pm
 
1
29/01/18
Introduction to the module
Assignment Brief
What is planning care delivery
Brief introduction to assessment of need
 
 
2
05/02/18
Assessment of need
Case Studies
Introduction to Report writing and flow charts
 
Session
9th February
room T2-26
3
12/02/18
Nursing Models in practice
Identifying a model
 
 
 
 
4
19/02/18
Person-Centred Care
Anti-Discriminatory Practice
 
5
26/02/18
 
Mapping the Patient Journey
Flow Chart
TIRI Week: Employability
Group Tutorials
 
 
6
05/03/18
 
Legislation/ Policy
Single Assessment Process
Assignment Planning
 
Session
9th March
Room T2-26
7
 
12/03/18
 
Care Planning End of Life
8
19/03/18
 
Multi- Disciplinary Approaches to Planning
Care Delivery
 
Formative Assessment Creating Individual Report Plans
 
 
 
 
26/03/18
 
Easter
 
02/04/18
 
Easter
9
09/04/18
Care plans and Integrated Care Pathways
Tutorial Planning
 
 
Session 13th April
Room T2-26
10
16/04/18
Assignment Review
Tutorials
 
 
11
23/04/18
Enhancing reports conclusions and recommendations
Tutorials
 
 
 
12
30/04/18
 
Assignment Submission 30th April 2018
 
13
07/05/18
 
Bank Holiday
14
 
14/05/18
Transition Activities
15
 
21/05/18
TIRI Week/Assessment Week
 
NB: Please note that this module calendar may be subject to change.
 
 
9.   Formative Assessment
There are opportunities within this module for guidance on meeting the learning outcomes and learning from the taught components, which will be linked into the assessment strategy. There will be facilitated discussions around the key areas, with individual tutorial sessions to support this.
 
You will have an individual tutorial enabling you to gain advice, support and feedback on your academic abilities and assist the module tutor to plan future sessions and support.
 
You will be required to submit an outline plan of your assignment which will form the basis for your individual tutorial; you will also be given an opportunity to consider your reflection at the end of the module. This should be viewed as a formative assessment, aimed at helping you meet the needs of the summative assessment.
 
Summative Assessment Strategy
The report will consider the importance of care planning, looking at relevant theory and legislation / policy. You will also be required to formulate a flow chart which will examine the care planning process with reference to health and social care. This assessment strategy has been designed to enable you to demonstrate that you have met the intended learning outcomes of the module.
 
 
10. Indicative Reading:
 
Essential reading
Aggleton, P. and Chalmers, H. (2000) Nursing Models and Nursing Practice. London: Macmillan Press
 
Brotherton, G. and Parker, S. (2008) Your Foundation in Health & Social Care. London: Sage
 
Coulshed, V. and  Orme, J. (2006), Social Work Practice (4th ed.) Basingstoke: Palgrave MacMillan
 
Hinchcliff, D., Norman, S. and Schober, J. (2008), Nursing Practice and Health Care. London: Arnold
 
Hogston, R. and Simpson, M. (2001) Foundation of Nurse Practice. London: Macmillan
 
Holland, K., Jenkins, J., Solomon, J., and Whittam, S. (2003) Applying the Roper Logan and Tierney Mode., Edinburgh: Churchill Livingstone
 
Parker, J. and Bradley, G. (2007), Social Work Practice. Exeter: Learning Matters
 
Roper, N., Logan, W. and Tierney, A. (2000) The Roper Logan and Tierney Model of Nursing. Edinburgh: Churchill Livingstone
 
 
Recommended Reading:
 
Calder, M.C. and Hacket, S. (2003) Assessment for Child Care, Using and Developing Frameworks for Practice. Lyme Regis: Russell House Publishing
 
Ellis, J., Rider, H. and Love, C. (2005) Managing and Coordinating Nursing Care. London: Lippincott Williams and Wilkins
 
Langan, M. (2006) Welfare Needs, Rights and Risks.  Oxford: Oxford University Press
 
Lister, S., Royal Marsden NHS Trust, Dougherty, L. (2008) The Royal Marsden Hospital Manual of Clinical Nursing Procedures. Oxford : Blackwell
 
Rickel, A.U., NetLibrary, Inc. and Wise, T.N. (2000) Understanding managed care An Introduction for Health Care Professionals, [electronic resource], eBook, Electronic resource, New York: Karger
 
Useful Websites:
www.dh.gov.uk/Home
www.legislation.gov.uk/
www.dh.gov.uk/health/category/policy-areas/nhs/
www.rcn.org.uk/development/library
Study Skills
Cottrell, S. (2008) The Study Skills Handbook. Basingstoke: Palgrave Macmillan
         Cottrell, S. (2011) Critical Thinking Skills. London: Palgrave Macmillan
 
 
 
11.   Guidelines for the Preparation and Submission of Written Assignments:
 
Assignments should be word-processed in Arial or Calibri Light 12 point font, be double-spaced, on A4 size paper. Writing should appear on only one side of the paper, be fully justified and with each page being numbered in the footer, numbering to be centred.
 
There should be a title page detailing the programme, module title, assignment title, student number, marking Tutor and date of submission. Do not put your name on the assignment. It is good practice to put your student number in the top left hand side of the header of each page, and the date of submission in the top right.
 
If there is a word count limit for your programme please include the following text:
Word Count: You are expected to revise and edit your assignment to remain within +/- 10% of the indicative word length outlined. In order to ensure that word counts can easily be checked you should include a note of the word count as identified by your word processing package.  A deduction should be made from this figure for all tables, figures, appendices and references which DO NOT count towards the overall word limit.
 
Students who exceed a specified word limit for a written assessment shall be subject to the following penalty system.
 
Up to 10% over the specified word length = no penalty
10 – 20% over the specified indicative word length = 5 marks subtracted but if the assessment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assessment.
More than 20% over the indicative word length = if the assessment would normally gain a pass mark, then the final mark to be the pass mark for the assessment.
Assignments shorter than the indicative word length will not have marks deducted (even if these are more than 10% short). However, it is likely to be an exceptional piece of work that covers the assignment requirements fully in much less than the set word count, less 10%.
 
All written work must be referenced using the Harvard System, full details of which are available from the University’s Library website:
http://www.bolton.ac.uk/library/Study-Skills/Referencing/Harvard-Referencing.aspx
 
Unless otherwise notified by your Module Tutor, electronic copies of assignments, saved as a Word document, should be uploaded to the Moodle area for this module. Your Tutor will explain the process.  If you experience problems uploading your assignment to the designated area, then you must forward an electronic copy as an attached to your Module Tutor, BEFORE the due deadline.  The time you send the email with your assignment as an attachment, will evidence the time the assessment was submitted.
 
Please note that when you submit your work to Moodle, it will automatically be checked for matches against other electronic information. The individual percentage text matches may be used as evidence in an academic misconduct investigation (see Section 13).
 
Submission of assessments may be done on or before the published submission date. Assignments not available at this time will be considered as “late” unless an extension has been previously agreed, with the Programme Leader for your programme.
 
Students who fail to submit assessments by the specified date (without an extension being granted or without accepted Mitigating Circumstances) will be subject to the following penalties:
 
Up to 7 calendar days late = 10 marks subtracted but if the assignment would normally gain a pass mark, then the final mark to be no lower than the pass mark for the assignment.
 
More than 7 calendar days late = 1 mark will be awarded.
 
Please note that it is your responsibility to ensure that the assignment is submitted in the format/s specified in the Module Guide or on the Assessment Brief.
 
YOU SHOULD ALWAYS ENSURE YOU KEEP A COPY OF ANY ASSIGNMENT SUBMITTED BY WHATEVER METHOD
 
In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment submission deadline may be granted by your Programme Leader, following firstly discussing the problem with the Module Tutor.  You should complete an Extension Request Form available from your Tutor and attach documentary evidence of your circumstances, prior to the published submission deadline.
 
Requests for extensions for periods longer than 14 calendar days must be made using the Mitigating Circumstances procedures.
 
        Requests for extensions which take a submission date past the end of the module (normally week 15) must also be made using the Mitigating Circumstances procedures.
 
See: http://www.bolton.ac.uk/Everything/StudentInfoPolicyZone/2017-18-Documents/MItigating-Circumstances-Regulations-and-Procedures-2017-18.pdf
 
Please note that the failure of data storage systems is not considered to be a valid reason for an extension. It is therefore important that you keep multiple copies of your work on different storage devices before submitting it.
 
Please refer to the Assessment Regulations for further details:
http://www.bolton.ac.uk/studentinformation-policyzone/Student-Information-Policy-Zone-2017-18.aspx
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
General Assessment Guidelines for Written Assessments Level HE5
 
Relevance
Knowledge
Argument/Analysis
Structure
Presentation
Written English
Research/Referencing
Class I
(ExceptionalQuality)
85-100%
 
 
 
 
Directly relevant to title.
 
Expertly addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an exceptional knowledge/understanding of theory and practice for this level through the identification and critical analysis of the most important issues and themes.
Makes exceptional use of appropriate arguments and/or theoretical models.
Demonstrates some distinctive or independent thinking.
Presents an exceptional critical analysis of the material resulting in clear, logical and original conclusions.
Coherently articulated and logically structured.
 
An appropriate format is used.
The presentational style & layout is correct for the type of assignment.
 
Effective inclusion of figures, tables, plates (FTP).
An exceptionally well written answer with standard spelling and grammar.
Style is clear, resourceful and academic.
 
Sources accurately cited in the text.
 
A wide range of contemporary and relevant references cited in the reference list in the correct style.
Class I
(ExcellentQuality)
70-84%
 
 
 
Directly relevant to title.
 
Addresses the assumptions of the title and/or the requirements of the brief.
Demonstrates an excellent knowledge/understanding of theory and practice for this level through the identification and analysis of the most important issues and themes.
Makes creative use of appropriate arguments and/or theoretical models.
Presents an excellent analysis of the material resulting in clear, logical conclusions.
Coherently articulated and logically structured.
 
An appropriate format is used.
The presentational style & layout is correct for the type of assignment.
 
Effective inclusion of figures, tables, plates (FTP).
An excellently written
answer with standard spelling and grammar.Style is clear, resourceful and academic.
Sources accurately cited in the text.
A range of contemporary and relevant references cited in the reference list in the correct style.
Class II/i
(Very Good Quality)
60-69%
Directly relevant to title.
Addresses most of the assumptions of the title and/or the requirements of the brief.
Demonstrates a very good knowledge/understanding of theory and practice for this level through the identification and analysis of key issues.
Uses sound arguments or theoretical models.
Presents a clear and valid analysis of the material in the main with clear, logical conclusions.
Logically constructed in the main.
 
An appropriate format is used.
The presentational style & layout is correct for the type of assignment.
 
Effective inclusion of FTP.
A very well written answer with standard spelling and grammar. Style is clear and academic.
 
Sources accurately cited in the text and a range of appropriate references cited in reference list in the correct style.
Class II/ii
(Good Quality)
 
50-59%
Generally addresses the title/brief, but sometimes considers irrelevant issues.
Demonstrates a good knowledge/understanding of theory and practice for this level through the identification and analysis of some key issues.
Presents largely coherent arguments. Evidence of attempted analysis, with some descriptive or narrative passages.
Conclusions are fairly clear and logical.
For the most part coherently articulated and logically structured.
An acceptable format is used.
The presentational style & layout is correct for the type of assignment.
Inclusion of FTP but lacks selectivity.
Competently written with minor lapses in spelling and grammar. Style is readable and academic in the main.
 
Most sources accurately cited in the text and an appropriate reference list is provided which is largely in the correct style.
Class III
(Satisfactory Quality)
40-49%
Some degree of irrelevance to the title/brief.
 
Superficial consideration of the issues.
Demonstrates an adequate knowledge/understanding of theory and practice for this level. An attempt is made to analyse key issues.
Presents basic arguments, but focus and consistency lacking in places.
Issues are vaguely stated.Descriptive or narrative passages evident which lack clear purpose. Conclusions are not always clear or logical.
Adequate attempt at articulation and logical structure.
An acceptable format is used.
The presentational style & layout is largely correct for the type of assignment.
Inappropriate use of FTP or not used where clearly needed to aid understanding.
Generally competently written although intermittent lapses in grammar and spelling pose obstacles for the reader.
Style limits communication and is non-academic in a number of places.
Some relevant sources cited.
 
Some weaknesses in referencing technique.
Borderline
Fail
 
35-39%
Significant degree of irrelevance to the title/brief.
Only the most obvious issues are addressed at a superficial level and in unchallenging terms.
Demonstrates weaknesses in knowledge of theory and practice for this level, with poor understanding of key issues.
Limited argument, which is descriptive or narrative in style with little evidence of analysis. Conclusions are neither clear nor logical.
Poorly structured.
 
Lack of articulation.
Format deficient.
For the type of assignment the presentational style &/or layout is lacking.
FTP ignored in text or not used where clearly needed.
Deficiencies in spelling and grammar makes reading difficult.
Simplistic or repetitious style impairs clarity.
 
Style is non-academic.
Limited sources and weak referencing.
Fail
 
<34% Relevance to the title/brief is intermittent or missing.   The topic is reduced to its v Place your order now for a similar assignment, and have writers from our team of experts write it for you, guaranteeing you an A+

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