Postgraduate Course: Telecare (NUST11084)
|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||Across the globe, advances in science and technology have a major impact on longevity. Many more people are living into their old age with an associated increase in the prevalence of chronic and age related disorders. The use of Telecare, to support care at home, is celebrated as a means to promote efficient and effective health and care service provision. Yet, advanced practitioners must adopt a critical approach to understanding the ways Telecare is being implemented, evaluated and used, to ensure innovative practice remains needs led rather than technology driven.
This course offers students an opportunity to acquire knowledge and skills with which to examine Telecare 'solutions' and tools to critique its use. It offers an insight into current trends and future developments of assistive technologies, whilst highlighting the benefits as well as the risks to service users, healthcare providers and society as a whole.
Over the course of 10 weeks the online course is covering three main themes:
1. The technology: examining Telecare solutions and exploring user centred design.
2. The home: critiquing the transformation of the domestic environment into a smart extension of a care environment.
3. The practice: exploring issues around an evidence based approach, ethics and potential risks to service users and providers of health and care services.
To support a vibrant community of learners, students are asked to contribute to a weekly discussion board and have an opportunity to engage with the course leader regularly. For this 10 credit course students are expected to spend 100 hours of learning.
By the end of the course the student should have acquired the skills to:
Evaluate different types (generations) of assistive technologies and identify implementation methods for devices that support independent living;
Summarise and critically assess the existing empirical evidence regarding Telecare evaluations;
Chart the transformation pathway of the home from a caring domestic environment to a 'smart' extension of a care facility;
Explore the potential of embedding Telecare as part of a holistic care package, which addresses the effects of social isolation in older adults.
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 10,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||1. Formative assessment - Week 2: Students will be asked to:
Choose 3 'types of Telecare devices', from a list, and explore the information available to consumers on the Internet. Try and find commercial resources from own country of residence and note the costs, benefits and whether the sites note any risks or legal issues concerning the installation of such technologies in homes. The assignment should be condensed to 3 PowerPoint slides that students will be expected to present to their peers during a scheduled on-line seminar at the end of week 2.
2. Summative assessment of 1,500 - 2,000 words to be submitted by Week 10 (80% of total mark)
3. Active participation and contribution to shared learning via the discussion board (20% of total marks).
|No Exam Information
On completion of this course, the student will be able to:
- Evaluate different types (generations) of assistive technologies and identify implementation methods for devices that support independent living.
- Summarise and critically assess the existing empirical evidence regarding Telecare evaluations.
- Chart the transformation pathway of the home from a caring domestic environment to a 'smart' extension of a care facility.
- Explore the potential of embedding Telecare as part of a holistic care package, which addresses the effects of social isolation in older adults.
|OUDSHOORN, N. 2012. How places matter: telecare technologies and the changing spatial dimensions of healthcare. Social Studies of Science, 42, 121-42.|
POLS, J. & WILLEMS, D. 2011. Innovation and evaluation: taming and unleashing telecare technology. Sociology of Health & Illness, 33, 484-98.
BARLOW, J., SINGH, D., BAYER, S. & CURRY, R. 2007. A systematic review of the benefits of home telecare for frail elderly people and those with long-term conditions. Journal of Telemedicine and Telecare, 13, 172-179.
LINSKELL, J. & BOUAMRANE, M. M. 2012. Assisted-living spaces for end-users with complex needs: a proposed implementation and delivery model. Health Informatics Journal, 18, 159-70.
|Graduate Attributes and Skills
||Students undertaking this course will gain by enhancing their ability to:
Deal with complex issues, both on a practical and ethical level, which are core to technology enhanced clinical practice;
Create content in formats that support effective communications with a range of stakeholders;
Draw on the quality and breadth of their University experience to engage effectively with co-workers;
Use their talents constructively to create and harness opportunities to advance practice and lead change;
Flexibly transfer their knowledge, learning, skills and abilities from one clinical context to another;
Contribute to the local and wider community and influence decision making;
Recognise and manage risk while initiating and managing change.
|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