Postgraduate Course: Health and social care delivery and organisation (HEIN11041)
|School||Deanery of Molecular, Genetic and Population Health Sciences
||College||College of Medicine and Veterinary Medicine
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
|Course type||Online Distance Learning
||Availability||Available to all students
|Summary||The course provides an introduction to health, social and care services delivery, and the systems used to manage and exchange service user data within and across health and social care institutions.
Health, social and care services are made up of a wide range of organisations. Health services are often categorised into preventive, primary, secondary and tertiary care. Preventative care is focused on disease prevention and is conducted mainly in community-based programs. Primary care is usually the first contact with the health, social and care services system and typically addresses acute, chronic, and preventive disease issues. Secondary care is generally focused on a particular organ system or disease processes, such as diabetes, cardiology, or oncology. Tertiary care can be thought of as consultative subspecialty care is typically provided at large medical centres. Social and care services involve all forms of personal and practical help for children, young people and adults who need extra support. Social and care services include social work services for children and families, care at home, care homes, children's daycare, drop-in centres and advice and information services. The service user and providers are at the centre of this complex network of community workers, clinicians, health and care workers, and digital technologies.
This course will introduce students to health, social and care service delivery and organisation. The course will focus on health, social and care service stakeholders, policy, regulation, and challenges across health, social, and care services in later weeks. As these topics are delivered, students will be encouraged to critically reflect upon opportunities for and barriers against data-driven innovation within and across health, social and care service organisations.
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Information for Visiting Students
Course Delivery Information
|Academic year 2021/22, Available to all students (SV1)
|Learning and Teaching activities (Further Info)
Lecture Hours 5,
Seminar/Tutorial Hours 1,
Online Activities 35,
Feedback/Feedforward Hours 5,
Formative Assessment Hours 5,
Revision Session Hours 1,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Written Exam 0 %, Coursework 100 %, Practical Exam 0 %
||Feedback is information provided to the students about their learning relative to learning outcomes. The two main types of feedback are formative and summative. Formative feedback is generated to engage learners to constantly reflect on how they can approach, orient and evaluate learning, which leads to successful learning outcomes. Summative feedback provides an evaluation of how much a student has learned at the end of the course through a final assessment.
Formative feedback will be provided throughout the course, for example, during live question and answer sessions, quizzes, and discussion boards. A formative task will also be offered before the student submits their assessed course work. All assignments will be marked, and feedback is provided within fifteen working days (where possible).
|No Exam Information
On completion of this course, the student will be able to:
- Demonstrate a critical understanding of health, social and care services delivery and organisation, and knowledge of the vast network of stakeholders involved and the importance of integrated health, social and care services.
- Critically appraise and apply knowledge contribution to challenge new ways of thinking in health, social and care services delivery and organisation.
- Apply logical, analytical, and problem-solving skills to identify knowledge gaps, source information, synthesise knowledge and, and find solutions to problems as they arise within health, social and care service systems.
- Demonstrate the ability to effectively communicate about care delivery and organisation with service users, peers, junior and senior colleagues, and specialists within the local team and broader health, social and care services sector.
L. Jordan (1999) Understanding health and social care: an introductory reader.
Specific journal articles will also be included in the course information at the start of the course.
|Graduate Attributes and Skills
Enquiry and lifelong learning
Students on this course will be encouraged to seek out ways to develop their expertise in health and social care systems. They will also be encouraged to strive for excellence in their professional practice and to use established and developed approaches to resolve challenges as they arise in health and social care systems.
Aspiration and personal development
Students will be encouraged to draw on the quality, depth and breadth of their experiences to expand their potential and identify areas in which they wish to develop and grow. Students will also be encouraged to understand their responsibility within, and contribute positively, ethically and respectfully to the health and social care community while acknowledging that different students and community members will have other priorities and goals.
Outlook and engagement
Students will be expected to take responsibility for their own learning. Students will be asked to use on their initiative and experience, often explicitly relating to their professional, educational, geographical or cultural context to engage with and enhance the learning of students from the diverse communities on the programme. Students will also be asked to reflect on the experience of their peers and identify opportunities to enhance their learning.
Personal and intellectual autonomy
Students will be encouraged to use their personal and intellectual autonomy to critically evaluate learning materials and exercises. Students will be supported through their active participation in self-directed learning, discussion boards and collaborative activities to critically evaluate concepts, evidence and experiences of peers and superiors from an open-minded and reasoned perspective.
Students will need to be effective and proactive learners that can articulate what they have learned, and have an awareness of their strengths and limitations, and a commitment to learning and reflection to complete this course successfully.
Effective data scientists' practitioners in the health and social care sector require excellent oral and written communication, presentation and interpersonal skills. The structure of the interactive (problem-based learning examples, discussion boards and collaborative activities) and assessment elements incorporate constant reinforcement and development of these skills.
|Course organiser||Dr Mairead Bermingham
|Course secretary||Miss Magdalena Mazurczak