Managing Chronic Health Conditions

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PSYC5603: Understanding andManaging Chronic HealthConditionsModule Guide 2020–20212Faculty of Health and Life SciencesPSYC5603 UNDERSTANDING ANDMANAGING CHRONIC HEALTHCONDITIONSAcademic Year: 2020/21Credit Value: 15/30 creditsAcademic Level: 4/5/6/7Module Leader: Dr Helene. MitchellContact Details: [email protected]; 0116 2577722; H00.18aModule Overview
Assessment 1
Assessment Type
Essay
Assessment Length
4000 words
Assessment Weighting
100%
Assessment Deadline date
12/03/21
Return date for unratifiedfeedback
14/04/21
Re-assessment Deadline
September 2021 (TBC)
Note: All coursework must be submitted electronically via Turnitin by the deadlineprovided, unless advised by your Module Leader. Information on the submission ofwork, late submission and penalties can be found at: http://www.dmu.ac.uk/aboutdmu/quality-management-and-policy/academic-quality/scheme-andregulations/scheme-regulations-homepage.aspx.DMU is committed to a 20-day turnaround time for marking and return of unratifiedfeedback. Please note that the turnaround time does not include weekends, bankholidays or university closure days.This handbook is correct at the time of writing and may be subject to change.Throughout your studies, to ensure you have the most up to date information, youshould always consult the online version of this handbook held on Blackboard.3IntroductionThis module aims to provide you with a comprehensive and detailed understandingof what living with a long-term condition (LTC) entails for the individual and thosearound them, and provide an in-depth insight into the contribution that psychologycan make to the understanding and management of LTCs and disability.The module has been designed to enable you to acquire and synthesise knowledge,and develop a critical understanding of key concepts, theories and practice in thearea of chronic illness and disability. The module covers a number of broad areasrelevant to understanding and managing chronic conditions, including pain, coping,living with a condition or disability over the course of a lifetime, and designinginterventions. The module takes a lifespan approach to issues around LTC anddisability, considers the wider implications of a chronic condition (including social andcultural issues), and links theory to current practice by encouraging consideration ofhow theoretical models and empirical findings can be applied to healthcare settingsto meet an individual’s needs.Learning Outcomes
Outcomeno.1.2.3.4.5.
Upon successful completion of this model, students should be able to:Demonstrate an advanced critical appreciation of the role of healthpsychology in understanding chronic conditions and disability.Appraise theoretical models and empirical findings from a variety ofperspectives (e.g. intrapersonal, interpersonal and cultural).Take a holistic approach to considering the impact of chronic illnessand disability on the individual and those around them.Identify, evaluate and synthesise theoretical and empirical evidenceregarding interventions.Use theoretical and empirical evidence to formulate improvedinterventions for health psychologists working with those with a longterm condition or disability.
4Teaching and Learning StrategyDue to the Covid-19 pandemic taught content for this module will be delivered solelyonline, through a blend of synchronous (live) and asynchronous (pre-recorded)methods.This box provides further information on the different elements in this module:Important Notice: During the 2020-21 academic year, your teaching and learning inPSYC5603 will take place using a flipped classroom approach. This means you will beprovided with foundation learning material to view ahead of your timetabled teaching slot.You will then come to the timetabled session to develop your understanding of thatmaterial using formative, interactive approaches. For simplicity and clarity of language,the term ‘lecture’ will be used in module materials, but please note that wherever you seereferences to ‘lectures’ in this guide and on Blackboard, this refers to both components ofthe flipped classroom (i.e., the pre-material and the associated timetabled session).1. Review of recorded material – knowledge/information.The recorded materials will provide you with foundation material on a particular topic. Youwill be able to review this recorded material at a time, place, and pace that suits you,ahead of the timetabled session. You will be able to review the material as many times asyou would like to, and you are encouraged to make notes and to identify any questionsyou have about the topics that are covered.2. Attendance at timetabled session – consolidation/comprehensionAfter reviewing the recorded material, you will attend a timetabled online session toreview, revise, and consolidate the foundation material via more interactive means.During this session you will have opportunities to ask and answer questions to developyour understanding of topics, and to engage with interactive online tasks and activitiesthat help you to consider ideas in greater depth.3. Participation in seminars – applicationIn seminars, you will put your knowledge and understanding into practice. In these smallergroups teaching sessions you will have the opportunity to apply and critically consideryour knowledge of lecture topics via small-group activities and interaction.Each of the above components plays an important role in your learning on thismodule. Full engagement with recorded material, live sessions, seminars, andwider reading is essential and is expected of all students. Reliance only onrecordings is never a suitable substitute for full engagement.5Here is an indication of how you are expected to spend your time on the module:
Teaching, Learning and Assessment Activities
Study Hours
10 x Pre-recorded sessions
10 – 20
10 x 2-hour live sessions
20
Self-directed study
110 – 120
Total
150
Timetable for Lectures and SeminarsAsynchronous sessions will be uploaded to Blackboard by the Thursday before yourtimetabled live sessions on a Monday. The table below shows the course outline.This may be subject to change and any alterations will be posted on Blackboard.
Week
Date
Topic
Lecturer*
16
18/01/21
Causes of morbidity and mortality
HM
16
18/01/21
Coping with LTC**
HM
17
25/01/21
Pain theories
ES
17
25/01/21
Pain management
ES
18
01/02/21
Interventions – Theories
HM
18
01/02/21
Interventions – Practical issues andcomplexities of intervention design
HM
19
08/02/21
Adherence
HM
19
08/02/21
Issues in caring for the long-term ill
IW
20
15/02/21
Lifespan changes & biographical disruption
HM
20
15/02/21
Dying, death and bereavement
HM
*HM = Dr Helene Mitchell, ES = Dr Emma Short, IW = Dr Iain Williamson**Long-term conditionsAssessmentThe module assessment consists of one piece of coursework on interventions inLTCs. It is designed to assess your ability to identify and synthesise relevantmaterial, critically evaluate empirical findings and design an improved intervention toaddress identified limitations. The title of the assignment is:Evaluate existing self-management interventions for either ChronicObstructive Pulmonary Disease (COPD) or asthma in adults andformulate an improved intervention. This should address highlighted strengthsand weaknesses, whilst remaining practicable within a healthcare setting.6You will be provided with more information on the assessment during the module andin the guidance notes.
Description
Weighting
Deadline
1.
3500 – 4000-word assignment
100%
12th March 2021
Important information about assessment:Please read this section carefully. It contains some very important information. Youmust achieve a mark of 50% on your coursework assignment to pass this module.You are provided with guidelines about word count for this assignment and you areadvised to adhere to these because we consider them to be sufficient for writing agood assignment. Assignments that greatly exceed the word count tend to berepetitious, verbose and incoherent, whilst assignments significantly shorter lackdetail – neither is conducive to a good mark.Submitting an Assignment for Anonymous Marking to TurnitinThe University has a policy of anonymous marking (where it is practicable to do so)and your PSYC5603 coursework is included in this. Anonymity will only apply to themarking process and will end before students receive feedback. When submitting,you need to ensure your name is not visible anywhere on the assignment. Thisincludes in footnotes or in the comment box when submitting the assignment toTurnitin.To submit an assignment anonymously for anonymous marking to Turnitin:• You must ensure your name is NOT visible anywhere on the assignment,including in footnotes or in the comments box when submitting the assignment toTurnitin.• The submitted assignment MUST include the following information:1. The Student P number;2. The module code (i.e. PSYC5603) and title;3. The title of the assignment;4. The name of the module leader (Dr Helene Mitchell)• Please use your Student P number and module code in the header/footer ofthe document.If you have submitted your assignment with your name visible, please note that it willnot be marked anonymously on this occasion. Writing the wrong information on the7coversheet or submitting it to the wrong Turnitn link will delay the marking of yourwork. On the coursework submission day, the deadline is 12 noon. Coursework maybe submitted after this time but will be regarded as late and penalties apply.After you have submitted your work electronically, you should receive an electronicreceipt for the submission. Always keep a copy of your receipt safely as that will bethe only proof of your submission. Without this proof, if the submission goes missingit would be considered as a non-submission of work.If you feel that you need to request an extension for your PSYC5603 coursework,you must contact the module leader (Dr Helene Mitchell). Extension request formsare available on the Health Psychology Blackboard shell, under the programmematerials and student support tab, and applications should be accompanied withappropriate third-party documentation (e.g. doctor’s note etc.).If plagiarism and/or collusion are identified, the module leader or other members ofthe school staff will discuss this with you, and academic conduct procedures will befollowed as per university regulations. It is your responsibility to inform yourself aboutuniversity regulations and definitions of the academic offences of plagiarism andcollusion. More detailed information is available in the De Montfort Universityregulations document “General Regulations and Procedures Affecting Students”,chapter 4 “Academic Offences” and “Annexes” (available from the DMU studentregulation web page: https://www.dmu.ac.uk/current-students/studentsupport/exams-deferralsregulationspolicies/student-regulations-and-policies/index.aspx). In addition, the library has anumber of self-study booklets including “How to avoid Plagiarism and be citationwise” which are available on-line and in the library.Details of the penalties for late submission of coursework without an agreedextension are as follows: if you submit the work within fourteen days of thedeadline your work will be marked and you will receive full feedback but the mark willbe capped at a bare pass of 50%. Late work received after fourteen days willreceive a mark of zero, and if you have an extension then miss the deadline, you willalso receive a mark of zero.It is our intention that you will receive feedback on your coursework no later than fourworking weeks after the submission deadline provided that you have met thedeadline. Identification of this date does not include times when the University is8closed and when staff on the marking team are unavailable, for example, if they areill. For the current piece of assessed work you can therefore expect to receivecoursework feedback in week 28. How you receive feedback in the nominated‘target’ week may vary across modules and assignments within modules. Feedbackthat you receive in the nominated week may take the form of in-class, group-basedcommunication or information distributed through a Blackboard announcement. Ifthis is the case, your individual mark and personalised feedback will be returned toyou on a separate occasion as soon as possible afterwards.Please note that the process from submission of coursework to return of marks hasseveral phases some of which are not always immediately obvious. These includestandardisation, which involves staff marking a sample of the same set ofassignments and then reviewing their marks to ensure that everyone is marking in aconsistent manner, and moderation, which involves checking the marking after allstaff have marked their own batch of assignments. Moderation also involves doublemarking of all assignments receiving marks below 50 and 70 and above. Assessedwork will normally be returned by the same channel it was submitted. You will beinformed when your work is ready via Blackboard or email.Please note if you are required to complete deferred or failed courseworkassignments you will be provided with further information later in the year.Reading ListThe books listed below are a mixture of general texts covering a range of topics, andmore topic-specific texts. Of the general texts listed in the student handbook the mostrelevant are those by Marks et al. (2018) and French et al. (2010). All are availablein Kimberlin library. This is not an exhaustive list, and other texts will berecommended in sessions, along with research papers.Cameron, L., & Leventhal, H. (Eds.). (2003). The self-regulation of health and illnessbehaviour. London: Routledge.Conner, M. & Norman, P. (Eds). (2015). Predicting and changing health behaviour:Research and practice with social cognition models (3rd edition).Buckingham: Open University Press/McGraw-Hill Education.Lubkin, I.M., & Larsen, P.D. (Eds.). (2013). Chronic illness: Impact and interventions(8th edition). Boston: Jones and Bartlett.9Lyons, A. C., & Chamberlain, K. (2005). Health psychology: A critical introduction.Cambridge: Cambridge University Press.Newman, S. P., Steed, E., & Mulligan, K. (Eds.). (2009). Chronic physical illness:Self-management and behavioural interventions. Buckingham: OpenUniversity Press/McGraw-Hill Education.Straub, R. (2017). Health psychology: A biopsychosocial approach (5th edition).Basingstoke: Palgrave.Turner-Cobb, J. (2014). Child health psychology: A biopsychosocial perspective.London: Sage.JournalsWhilst the reading list is designed to provide an introduction to topics, you will beexpected to use journals to gather more recent and detailed information. Thefollowing journals will be very useful to you, and are available through the electronicjournals catalogue:• British Journal of Health Psychology • Patient Education and Counseling• Disability and Rehabilitation • Psychology and Health• Health Expectations • Psychology, Health and Medicine• Health Psychology ••Social Science and MedicineJournal of Health Psychology ••Sociology of Health and Illness.In addition, subject specific journals will be recommended throughout the module. Ifyou are unsure how to conduct literature searches, use databases or accesselectronic journals, please contact the library for assistance.Teaching Team and Contact DetailsThe following members of staff contribute to the delivery of this module. They willadvertise weekly office hours when they are available to see students but if thesetimes are not suitable, please e-mail the member of staff.
Name and e-mail
Room
Telephone number
Dr Helene MitchellModule [email protected] note: I don’t work Tuesdayafternoons or Friday afternoons.
Hawthorn 00.18a
0116 257 7722
10
Dr Emma [email protected]
Hawthorn 00.19b
0116 366 4734
Dr Iain [email protected]
Hawthorn 0.17a
0116 207 8393
BlackboardA copy of this module guide will be posted on Blackboard, along with other importantdocuments, lecture notes and information updates. Please contact the module leaderif you are having problems accessing Blackboard.Module EvaluationWe welcome your feedback about the module and you will have an opportunity toevaluate the module at the end of the second semester. You will receive furtherinformation about evaluation later on in the course.

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