+4474648-84564 HSO4004 Principles of Care Module Guide 2021/2022
HND Health and social care
Semester 1
Key Information
| Module Tutor | Paloma Flynn |
| P.Flynn@bolton.ac.uk | |
| Availability and Contact Method(s) | Scheduled drop in hours available for support – on campus and/or online |
| Weblink to Moodle Class | Course: Principles of Care (bolton.ac.uk) |
| Weblink to Module Specification | UoB Modules – HSO4004 2020-21 (bolton.ac.uk) |
2. Learning and Teaching
This module is delivered over 15weeks using a campus-based blended learning approach with scheduled face-to-face and online sessions.
Most sessions comprise a lecture with workshop activities. If you are unable to attend a session due to factors outside your control, you are expected to inform your tutor and engage in the activities set before the next scheduled session.
In weeks 11 and 12 tutorials will take place which will provide you with the opportunity to discuss your progress on the module and receive feedback on assessments. This may be face-to-face or online as arranged.
To complete the module successfully you must allocate a substantial amount of independent study time, which will include undertaking set activities and carrying out assessment activities.
3. Graduate Attributes
Graduate attributes are the personal qualities and skills which the University of Bolton community values, and which a student is expected develop during their time at the University. Graduate attributes act as a point of reference for a student’s personal development and support the articulation of employability and transferable skills.
In total there are 10 graduate attributes (GAME). This module seeks to support the development of:
Self-awareness
Effective communication
4. 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 media.
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.
5. Module Description
This module will give you a clear outline of the values, theories and policies which underpin health and social care practice and the mechanisms that exist to promote good practice. During the module you will explore care relationships and the importance of power within the health and social care sector. Looking at the importance of promoting the right of individuals, including dignity, confidentiality, respect and choice. You will also consider the importance of policies and procedures in relation to protection of vulnerable people and upholding people’s rights, this will be linked with case studies and class discussion, to aid understanding of the application to health and social care practice. The GAME attributes covered in this module are – effective communicator and self-aware.
Indicative content
1.Defining care relationships and the location of power in those relationships Exploring and understand the importance of professional boundaries The principles of good practice – respect, dignity, equity, promotion of independence and choice for instance, when dealing with intimate care tasks.
2. Anti-discriminatory practice / Risk assessment and management will be considered / Defining abuse and types of abuse.
3. Understand protection policies and procedures relevant to Health and Social Care.
4. Show appreciation of boundaries in care relationships, considering the application of principles of good practice in carrying out care.
6. Learning Outcomes and Assessments
| Module Learning Outcomes | Assessment No. and Type |
| LO1:Explain the principles of care and how they are implemented in health and social care practice | Assessment 1: essay |
| LO2: Demonstrate awareness of the impact of policy, legislation, regulation, and codes of conduct on health and social care practice | Assessment 1: essay |
| LO3:Appreciate how rights and autonomy need to be balanced against the need to protect vulnerable people | Assessment 1: essay |
| LO4: Show appreciation of boundaries in care relationships, considering the application of principles of good practice in carrying out care | Assessment 2: Reflective account |
7. Assessment Deadlines
| Assessment item | Due Date | Weight | |
| 1 | Essay (2250 words) Application of principles of care in practice; using theory, policy, legislation, regulation and codes of practice to examine issues of care and protection in health and social care. | 7th January 2022 | 70% |
| 2 | Reflective account 750 words | 7th January 2022 | 30% |
8. Assessment 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 work to be marked and feedback provided not more than15 working daysfrom 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 to read or 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.
9. Module Calendar
| Session No. | Date or Week Commencing | Topics Covered | Planned Delivery Method* |
| 1 | 20/09/2021 | Introduction to module, learning outcomes and assignments | On campus |
| 2 | 27/09/2021 | Principles of care and power relationship | On campus |
| 3 | 04/10/2021 | Risk and Risk Taking / Risk Management | On campus |
| 4 | 11/10/2021 | Challenging Behaviour Care and Control | On campus |
| 5 | 18/10/2021 | Legislation Policy and Procedure Essay guidelines | Online |
| 6 | 25/10/2021 | Abuse: Types and Effects of Abuse ‘Undercover Carer’ | On campus |
| 7 | 01/11/2021 | Ethical dilemmas | On campus |
| 8 | 08/11/2021 | Case study Group Tutorials | Online |
| 9 | 15/11/2021 | Professional boundaries | On campus |
| 10 | 22/11/2021 | Reflective practice Linking Theory and Practice The Values of Reflective Practice in Health and Social Care | Online |
| 11 | 29/11/2021 | Reflective workshop and review of drafts | On campus |
| 12 | 06/12/2021 | Tutorials | Online/ on campus |
| 13 | 13/12/2021 | Tutorials/ module evaluations | Online |
| 20/12/2021 | Christmas break | ||
| 27/12/2021 | Christmas break | ||
| 14 | 03/01/2022 | Assessment (part 1 and 2) submission- 07/01/2022 MIDNIGHT | On campus |
10. Formative Assessment
Formative assessment is employed to support your learning on the module, allowing you to reflect on feedback on your progress from your tutors and peers. It takes a variety of forms including discussions, quizzes, case studies and group workand does not contribute to the final module mark.
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.
11. Indicative Reading
Essential
Cottrell, S. (2019) The study skills handbook. Fifth edition. London: Red Globe Press. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=6234945 .
Cuthbert, S. and Quallington, J. (2017) Values and ethics for care practice. Banbury: Lantern. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=5109855 .
Thompson, N. (2017) Promoting equality: working with diversity and difference. Fourth edition. London: Palgrave. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=6234380.
Recommended
Adams, R. (2007) Foundations of health and social care. Basingstoke: Palgrave Macmillan. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4763675&query=Foundations+of+health+and+social+care .
Brotherton, G. and Parker, S. (eds) (2013) Your foundation in health and social care. 2nd ed. Los Angeles: SAGE. Available at: https://www-dawsonera-com.ezproxy.bolton.ac.uk/abstract/9781446280867.
Thompson, N. (2015) People skills. Fourth edition. Basingstoke: Palgrave Macmillan. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4763037&query=People+skills.
Further Reading
Baillie, L. (ed.) (2014) Developing practical nursing skills. 4th edition. [Place of publication not identified]: CRC Press. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=5338456 .
Klopper, H. (2016) Person-centred practice in nursing and health care: theory and practice. Second edition. Edited by B. McCormack and T. McCance. West Sussex, England: Wiley Blackwell. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4605105.
Northedge, A. (2005) The good study guide. 2nd ed. Milton Keynes: Open University. Available at: https://login.ezproxy.bolton.ac.uk/login?url=https://www.vlebooks.com/vleweb/product/openreader?id=Bolton&accId=7762456&isbn=9781780074719&uid=^u.
Peate, I. (2017) Fundamentals of care: a textbook for health and social care assistants. Chichester, England: Wiley Blackwell. Available at: https://ebookcentral.proquest.com/lib/bolton/detail.action?docID=4813146 .
Seedhouse, D. (2017) Thoughtful health care: ethical awareness and reflective practice. Los Angeles: SAGE.
Edwards, D. J. and Best, S. (eds) (2020) The textbook of health and social care. Los Angeles: SAGE.
Thompson, N. and British Association of Social Workers (2021) Anti-discriminatory practice: equality, diversity and social justice. Seventh edition. London: Red Globe Press.
12. Guidelines for the Preparation and Submission of Written Assessments
- Written assessments should be word-processed in Arial or Calibri Light font size 12. There should be double-spacingand each page should be numbered.
- There should be a title page identifying the programme name, module title, assessment title, your student number, your marking tutor and the date of submission.
- You should include a word-count at the end of the assessment (excluding references, figures, tables and appendices).
Where a word limit is specified, the following penalty systems applies:
- 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 or more, then the final mark will capped at the pass mark for the assessment.
- All written work should be referenced using the standard University of Bolton referencing style– see: https://libguides.bolton.ac.uk/resources/referencing/
- Unless otherwise notified by your Module Tutor, electronic copies of assignments should be saved as word documents and uploaded into Turnitin via the Moodle class area. If you experience problems in uploading your work, then you must send an electronic copy of your assessment to your Module Tutor via email BEFORE the due date/time.
- 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).
- Late work will be subject to the 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 = This will be counted as non-submission and no marks will be recorded.
Late submission of assessments on refer and those which are graded Pass/Fail only, is not permitted. Students may request an extension to the original published deadline date as described below.
- In the case of exceptional and unforeseen circumstances, an extension of up to 14 days after the assessment deadline may be granted. This must be agreed by your Programme Leader, following a discussion 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.
Extensions over 14 calendar days should be requested using the Mitigating Circumstances procedure, with the exception of extensions for individual projects and artefacts which, at the discretion of the Programme Leader, may be longer than 14 days.
Requests for extensions which take a submission date past the end of the module (normally week 15) must be made using the Mitigating Circumstances procedures.
Some students with registered disabilities will be eligible for revised submission deadlines. Revised submission deadlines do not require the completion extension request paperwork.
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.
13. Procedures for Other Assessments
There are no examinations for this module
14. Academic Misconduct
Academic misconduct may be defined as any attempt by a student to gain an unfair advantage in any assessment. This includes plagiarism, collusion, commissioning (contract cheating) amongst other offences. In order to avoid these types of academic misconduct, you should ensure that all your work is your own and that sources are attributed using the correct referencing techniques. You can also check originality through Turnitin.
Please note that penalties apply if academic misconduct is proven. See the following link for further details:
15. Assessments
| Assessment Number | 1 |
| Assessment Type (and weighting) | Essay (2250 words) 70% |
| Assessment Name | Principles of Care |
| Assessment Submission Date | 7th January 2022 |
Learning Outcomes Assessed:
| LO1:Explain the principles of care and how they are implemented in health and social care practice |
| LO2:Demonstrate awareness of the impact of policy, legislation, regulation, and codes of conduct on health and social care practice |
| LO3: Appreciate how rights and autonomy need to be balanced against the need to protect vulnerable people |
Assignment 1 Brief:
Your essay will be expected to address the following:
- Using theory and knowledge provide an outline of the importance of principles of care
- Give an overview of how the principles of care effect the rights of vulnerable people
- Examine the issues of care and control in health and social care, with use of examples discussed in class
Consider the importance of legislation in the protection of vulnerable people in health and social care
| Assessment Number | 2 |
| Assessment Type (and weighting) | Reflective Account (750 words) (30%) |
| Assessment Name | Reflective Account |
| Assessment Submission Date | 7th January 2022 |
| Assessment Number | 2 |
| Assessment Type (and weighting) | Reflective Account (750 words) (30%) |
| Assessment Name | Reflective Account |
| Assessment Submission Date | 7th January 2022 |
Assessment 2 Brief:
Using a model of reflection:
- Identify something which you have learned about Principles of Care, outline how this might influence your approach in health and social care
- How can such experiences influence personal development and insight?
Specific Assessment Criteria:
Distinction (70% and above)
This piece of work shows evidence of wider research with reference to a number of differing academic viewpoints. The assignment has recognised relevantly and discussed in detail, academic theories, examples of relevant policies and strategies related to the question asked. Several reasoned and logical arguments have been developed well and supported by a wide range of appropriately researched literature. Reference to ACADEMIC SOURCES is clear, relevant and informative. Presentation is of a high standard, and in the appropriate essay style. The high number of appropriate sources has been referenced accurately and to a high standard.
Merit (60% -69%)
A clear and informative piece of work with evidence of wider research and discussion. The essay has correctly recognised and discussed, all the required academic theories and policies. Some reasoned arguments have been developed and supported by a good number of sources. Reference to ACADEMIC SOURCES is clear. Presentation is of a good standard, in the appropriate style. A good number of appropriate sources have been referenced well, with most complying with the Harvard style.
Pass (50%-59%)
A reasonable attempt has been made at researching the essay but greater in depth discussion and academic debate is required. The assignment has recognised relevant academic theories policies and strategies however mostly the discussion is superficial and lacking in any depth. Reference to academic sources has been attempted. Presentation of the assignment is limited, and only the minimum of 8 sources has been provided.
Fail (Below 50%):
Students who do not meet the requirements of the Pass criteria will not successfully complete the assessment activity.
Please also see Section 12 for General Assessment criteria.
Minimum Secondary Research Source Requirements:Level HE4 – It is expected that the Reference List will contain between five and ten sources. As a MINIMUM the Reference List should include one refereed academic journal and three academic books
