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(MiMi) Assignment guidance for XXXXXXXXXX Course BSc (Hons) Health and Social Care: Administration and Management Module code HSC_6_002 Module name Evidence Based Practice for Health and Social...

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(MiMi) Assignment guidance for XXXXXXXXXX

Course

BSc (Hons) Health and Social Care: Administration and Management

Module code

HSC_6_002

Module name

Evidence Based Practice for Health and Social Care

Module learning outcomes

Knowledge and Understanding:

· Review the scope and application of health and social care evidence-based practice

· Distinguish between techniques for developing an evidence base in health and social care

· Analyse evidence and identify gaps in aspects of local policies, protocols and guidelines against best practice evidence

Intellectual Skills:

· Create a personalised resource cluster to enhance their ability to access relevant evidence

Practical Skills:

· Apply evidence-based practice within their role in health and social care

Transferable Skills:

· Communicate clearly and concisely using evidence-based concepts and terminology

Formative Assessment

During the course of the module, students will be asked to create their personalised resource cluster for the area in which they aspire to work within health and social care.

Summative Assessment

Critique a single protocol, policy or guideline within health and social care against published evidence or research including a gap analysis.

Deadlines

Assessments will be submitted electronically via Moodle by 23.55

Assignments due date: XXXXXXXXXX11/01/21 at 23.55hrs

Assignment submission cut-off date: XXXXXXXXXX25/01/21 at 23.55hrs

(This latter date is only applicable to students with extenuating circumstances and disabilities)

Feedback available to students via VLE Moodle on: XXXXXXXXXX/02/21

Final results will be released following the Subject Examination Board which sits week beginning 08thFebruary 2021.

Resubmission date: XXXXXXXXXX12/04/21 at23.55hrs.

Format

· Font must be one of the following:

o Times, size 11

o Arial, size 11

o Palatino, size 11

o Geneva, size 11

· Predominant letter style to be Plain Text, using lower case with upper case for Initial letters.

· Double Spaced

· Margins: 3.0 cm approx.

· Page numbers: to be provided centrally, at the bottom of the page.

· The file must be saved using candidate number e.g XXXXXXXXXXdocx.

Assessment Criteria

· There is one element of assessment with 100% weighting and 40% pass mark

· Assessments will be marked according to the school specific marking criteria rubric for level 6 study. This is available in the assessment folder of the modules VLE site (Moodle).

· Assessment word limit: 3000 words

· Tables, diagrams, reference lists are not included in the word limit. In-text citations are included in the word limit.

· Appendices are for additional relevant information. Appendices must be used appropriately and essential information placed within the text.

· Ensure referencing meets LSBU requirements (refer to LSBU referencing guide available on the library website)

· Ensure you are familiar with university guidelines on plagiarism and how to avoid it

Guidance for assessment content (guidance only)

Choose one of the 5 documents indicated on the Moodle assessment page.

They are;

1. Health Building Note 00-01, General design guidance for healthcare buildings, Health Building Note 08-02, Dementia-friendly Health and Social Care Environments. Available at www.gov.uk/government/collections/health-building-notes-core-elements.

2. Infection prevention and control, NICE Quality standard. Available atwww.nice.org.uk/guidance/qs61

3. Obesity in children and young people: prevention and lifestyle weight management programmes. NICE Quality Standard. Available atwww.nice.org.uk/guidance/qs94

4. Smoking: stopping in pregnancy and after childbirth, NICE Public health Guideline. Available atwww.nice.org.uk/guidance/ph26

5. Effective Supervision in a Variety of Settings SCIE Guide 50. Available at https://www.scie.org.uk/publications/guides/guide50/files/guide50.pdf

Read the document and consider the evidence applied to gain an overview of the area. Consider what ‘gaps’ there may have been in their analysis. Within one of these ‘gaps’ identify a specific area of interest and research the evidence for that aspect. This becomes the critical discussion of your main essay. A suggested structure would be;

Part 1: an overview of the policy/guideline/quality standard, identifying one area of particular interest and/or a ‘gap’ in the research

Part 2: identify research which can develop the knowledge of that gap and provide a critical analysis of the research

Part 3: a critical appraisal and discussion of how evidence is used to construct policy guidelines and how they can be strengthened.

Draft submission

Guidance below taken from ‘Reading Draft Coursework Policy’:

1. You may submit a single draft to the module co-ordinator either:

· An outline of the broad structure of the intended assessment (no more than one page)

· 500 words (maximum) from within the assessment

2. Draft material l will not be reviewed for second or third submissions–it is expected that the feedback from prior submission combined with a remedial tutorial should be sufficient.

3. You may not submit draft material within two weeks of the final submission date (or for DDS your extended date)

4. Staff will not give any indication of expected mark or outcome.

Group tutorials

Specific tutorial sessions will be allocated to preparation for the assessment as indicated below:

Introduction to the assessment

30/09/ XXXXXXXXXXChange dates for 20/21)

Formative assessment

11/11/19

Assessment guidance

9/12/19

06/01/20


Criteria for sign off of coursework/examination papers

Name of Module Co-ordinator: Zoe Linekar

Name of Assessment Officer: Lesley Marsh

Name of External Examiner: Jo Lay

Date:10/09/18

Criteria

Yes

No

N/A

1

The examination paper/coursework task is accompanied by a marking guide.

2

Examination questions/ coursework task meets all the required learning outcomes for the module.

3

The examination paper is achievable in the time set, OR

The coursework task is achievable within the word limit set.

4

The examination questions/coursework task makes sufficient demand on the student for the stated level of the module.

5

The examination paper rubric/ coursework task guidelines are clearly understandable.

6

The examination questions/coursework task is clear, unambiguous and grammatically correct.

7

Within the examination paper, there is an appropriate balance of question methods.

8

There is no overlap of content between examination questions.

9

If stimulus/trigger material is used, it is appropriate in amount and complexity.

10

The weighting of marks across the examination paper/coursework is well balanced.

11

The marks allocated to examination questions/parts of the coursework task add up to the required total.

12

The marking guide matches the marks allocated on the question paper/coursework task.

13

The marking scheme should match the set examination questions/coursework task, identifying required student performance within grade categories, in particular the 40% to 49% category.

14

The marking guide shows sufficient detail to ensure consistency across markers.

15

The mathematical formula for deriving final percentage to be awarded is simple and transparent.

16

The examination questions/coursework task/marking guide reflects current professional practice.

17

The examination paper/coursework task is consistent with the principles of anti-discriminatory practice.

Changes required by HOD

Signature: LJ Marsh XXXXXXXXXX

Confirmation by module co-ordinator that required changes have been made

Signature:

Changes required by External Examiner

Signature:

Date:

TO BE RETAINED in XXXXXXXXXXmojo shared drive in correct academic course – assignments under accredited course

Answered 11 days After Jan 06, 2021

Solution

Dr. Vidhya answered on Jan 12 2021
146 Votes
BSC (HONS) HEALTH AND SOCIAL CARE: ADMINISTRATION AND MANAGEMENT
HSC_6_002
EVIDENCE BASED PRACTICE FOR HEALTH AND SOCIAL CARE
Table of Contents
Introduction    3
Health Building Note (HBN) 08-02: Section 4 (Design Principle One): An Overview    3
The Building of the Dementia Friendly Health and Social Care Environments    5
Hospital Design Principles and HBN 08-02    6
A Formal Review of the Gap in HBN 08-02 Care Environment Design Principles and Ideal    8
Research Based Intellectual Understanding of the Gap    9
Conclusion    11
References    12
Introduction
Dementia is one of the major issues that affect the elderly population at global scale. In fact, the requirements for supporting elderly population expand from healthcare support to the universal design building options that are pursued by the hospitals. The hospital settings are to be used as the places where not only the family but also the friends and family members should be encouraged to participate in the care process. The following is the analysis of the care environment built up through HBN 08-02, which is the UK government’s policy to provide structural support to the patients of dementia (Robillard et al. 2018).
The hospital is a difficult setting for many patients and their families because of the busy, unfamiliar and stressful nature of the community. For an individual with dementia, cognitive impairment and behavioural or psychological symptoms may worsen the hospital experience and can often prove to be a te
ifying, distressing and disorienting location. Study to investigate the dementia-friendly nature of acute care hospitals has been conducted in response to these problems. Robillard et al. (2018) explored how a better experience for people with dementia could be created by the physical hospital environment and how hospitals can be configured to encourage family members and caregivers to provide help for the individual with dementia during their hospital stay. This study underpins these recommendations to provide comprehensive guidance on dementia-specific design concerns and dementia-friendly hospitals' universal design (Robillard et al. 2018).
Evidence Based Practice and Searching Literature
Evidence-based practise is a conscientious, problem-solving clinical practise approach that combines the best evidence from well-designed trials, patient values and desires, and the experience of a clinician in making decisions about the treatment of a patient. It is dependent over the steps like asking question and then, searching various credible databases with a view to gather relevant information. Processing is the next step in the series; the collected information is analysed and processed so that desired outcomes in research can be achieved.
Health Building Note (HBN) 08-02: Section 4 (Design Principle One): An Overview
In terms of examining the various design principles mentioned under HBN 08-02, the core environment building procedure is mainly dependent over the proper functioning of the elderly people suffering from dementia. In fact, as per Dalton (2017), the first principle is guided by the approach that there are three major categories of symptoms, through which the proper identification of dementia in people can be done and at the same time, the process of support can be designed accordingly. These three criteria are related to the sensory, cognitive and physical impairment. The categories are determined by the approach and research done over the provided case study in the policy guidelines as well (Robillard et al. 2018).
To elaborate the same, the problems with the sensory operations of the dementia patients are one of the core issues; they tend to feel it difficult to differentiate between the constant sensory pressure given in the form of touch, sight or taste. It reduces the safety measures taken for them in any hospital or support facility.Fazio et al.(2018) perceived that the process of distinguishing between various kinds of sensory experiences is low in people suffering from dementia. Thus, they have to be given the support over the problems associated with their sensory issues. In other words, when the universal design principles are applied, the sensory part of the observation of patients having dementia should be kept in mind (Griful-Freixenetet al. 2017).
Secondly, a significant contribution towards the onset and development of dementia is seen in the form of cognitive impairment. The patients are consistent in developing the memory loss, which ultimately results in the form of several connected issues (Robillard et al. 2018) .They are not able to frame their routine activities in order in spite of having set of instructions given to them to be followed. This state of loss of memory or having inaccurate perception makes the life of the patient structured closely around the disorientation and reportedly, they complain to leave the facility because of the lack of interest in the various activities conducted at the support centre as they are out of their mental reach (Griful-Freixenetet al. 2017).
The complication related to cognitive impairment category, as mentioned in the HBN 08-02 is that the patients are not permitted to leave the support facility, which makes them wo
ied and more disoriented, towards the process of cure given to them. Kieran and Anderson (2019) viewed that the healthcare workers perceive it as challenging to tackle the problems related to this kind of impairment; it is always complex and quite difficult to reach to a state of resolution with the unwanted situations posed by the patients having severe cognitive impairment (Robillard et al. 2018).
Su
,Griffiths and Kelley(2018) stated that HBN 08-2 also presents the various stages of dementia, which make this criterion wider than before; the initial stage may have minimum possibility of highlighting cognitive impairment but the severe state can have recu
ing condition of it. Thus, dealing with the patients having cognitive impairment is more like confronting an unexpected thing, which can happen anytime during the process of treatment.
Finally, HBN 08-02 mentions the physical impairment as the category, which people having dementia frequently complain; their motor skills are compromised and it distu
s their balance gait as well (Heylighen, Van der Lindenand Van Steenwinkel, 2017). The problems are mostly associated with the hand eye coordination. It results in the loss of gripping, problems in walking and seeing the objects coming into way and at the same time, the patients are weak at avoiding the collusion with other objects. It consequently has another dimensions, which can be perceived as the development of fear at psychological level; the patients have to be convinced to keep their regular walking and other physical exercises with a view to avoid the onset of any other disease like obesity, high BP or diabetes due to the lack of physical activities (Greenhalgh et al. 2019).
The Building of the Dementia Friendly Health and Social Care Environments
As per Greenhalgh et al. (2019), under principle one of the HBN08-02, the applicability of the universal design principles can be seen in order to ensure that the care environments are built with dementia friendly features. There are some remarkable features of these guidelines, which can be...
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