Postgraduate Course: Person Centred Care in Practice: Relationships and Emotion (NUST11083)
|School||School of Health in Social Science
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Available to all students
|Summary||In a 21st century healthcare service, users are encouraged to be more informed, engaged and involved in shaping service delivery. Providers are expected to offer choice, competent and integrated care whilst retaining the essence of compassion and person centred.
This course offers learners the opportunity to reflect, explore and critically examine the theories and concepts that facilitate Person Centred Care in practice. Students will also gain new knowledge to challenge current perceptions and develop new skills that support modern and evidence based practice.
This course sets out to enable practitioners to critically review and examine in depth the many facets of Person Centred Care in practice. Learners will discover new ways of learning about their practice as well as ways to embed new knowledge to their ways of working.
Content offered includes topics such as Co-production and Asset based approach to caring, Compassionate care models, the Senses framework and Emotional Labour. Digital Stories will also be used as a method of exploring and eliciting what Person Centred Care means in practice and how care could be enhanced through this process. Developing self and others is done through critical reflection and analysis of own clinical practice and sharing lessons learned with peers. Throughout the course, students will be challenged to focus on the user perspective by analysing critical incidents or failing organisations. The critical aspects of caring for self and others will also be discussed and students will get an opportunity to engage in creative tasks that look at images, metaphors and art as a way to express the meaning of person centeredness.
This online course offers students the flexibility of learning when and where it suits them. However, over the 10 weeks of learning students are expected to engage and contribute to their learning community by posting on the digital discussion boards used in the course. Students will also get an opportunity to participate in a virtual meeting and get regular feedback about their progress from the course leader. It is expected that for this 20 credit course students will spend 200 hours of learning, some of which will be online.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
|High Demand Course?
Course Delivery Information
|Academic year 2015/16, Available to all students (SV1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Online Activities 40,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||1. A formative peer assessed story in week 4
2. A summative assessment in week 10 of 2,500 - 3,000 words(70%): Elicit and present a story which demonstrates Person Centred Care in Practice. Students will be encouraged to use a theoretical framework to illustrate their learning and impact on practice. The assessment may be presented in a number of formats agreed by the module leader.
3. Active participation and contribution to the shared learning via the discussion board and activities (30%)
|No Exam Information
On completion of this course, the student will be able to:
- Critically analyse the theory related to Person Centred Care including reflection of self and others
- Explore and debate contemporary issues impacting on Person Centred Care in Practice
- Examine and implement an assets approach to learning and practice
- Discuss and critically analyse the service user perspective and the impact the learning has on practice
|Armstrong D (2009) The power of apology: how saying sorry can leave both patients and nurses feeling better Nursing Times 10 November 2009 Vol 105 No 44|
Chochinov HM (2007) Dignity and the essence of medicine: the A,B,C and D of dignity conserving care. Br Med J 335:184-187
Dewar B (2013) Cultivating compassionate care Nursing Standard 27 (34) p 48-55
Dewar B, Mackay R, Pullin S, Tocher R (2010) Use of emotional touch points as a method of tapping into the experience of receiving compassionate care in a hospital setting. Journal of Research in Nursing 15 (1) 29-41
Nolan, M. R., Brown, J., Davies, S., Nolan, J. and Keady, J. (2006) The Senses Framework: improving care for older people through a relationship-centred approach. Getting Research into Practice (GRiP) Report No 2.
Available from Sheffield Hallam University Research Archive (SHURA) at:
Goodrich J, Cornwell J (2008) Seeing the Person in the Patient: A Point of Care Review Paper. London: Kings Fund. Accessed 5 October 2009.
Melia K (1987) Learning and Working: The Occupational Socialization of Nurses. Edinburgh: Taylor and Francis.
Maben J, Cornwell C , Sweeney K (2010) In praise of compassion Journal of Research in Nursing 2010; 15; 9-13.
Maben J, Griffiths P (2008) Nurses in Society: Starting the Debate. London: King¿s College National Nursing Research Unit. Accessed 5 October 2009. http://www.kcl.ac.uk/content/1/c6/04/32/16/NursesinsocietyFinalreport.pdf.
Owen N (2001) The magic of metaphor: 77 stories for teachers, trainers and thinkers.
Smith P (2012) The Emotional Labour of Nursing revisited: Can Nurses Still Care?
2nd edition, Palgrave Macmillan
http://www.official-documents.gov.uk/document/hc1213/hc09/0947/0947.pdf Link to the Francis Report
http://www.effectivepractitioner.nes.scot.nhs.uk Link to NHS Education for Scotland resources
http://www.patientopinion.org.uk Link to Patient Opinion
http://www.nesta.org.uk/library/documents/Co-production-report.pdf Link to NESTA
http://www.spso.org.uk Link to Scottish Public Services Ombudsman website
|Graduate Attributes and Skills
||The course is set to significantly contribute to the development of a range of attributes and skills for healthcare professionals including:
The knowledge, skills and understanding of core concepts, models and frameworks to promote person centeredness and caring behaviours, reflection and integration of knowledge and (clinical) experience over time;
The ability to harness their talents and creativity to maximise opportunities to advance their own professional practice;
The use and mastery of a range of technical applications that enhance learning and communications;
The ability to connect academic knowledge to 'real world' challenges and to question, reflect on and understand what, why and how they care for themselves and others.
|Course organiser||Mr Sharon Levy
Tel: (0131 6)51 5595
|Course secretary||Mrs Alison Grahamslaw
Tel: (0131 6)50 4277
© Copyright 2015 The University of Edinburgh - 18 January 2016 4:30 am