hea 3163 cpd handbook feb14

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Module Handbook HEA 3163 Managing the Needs of the Patient with Diabetes Mellitus Module Leader Catriona Levshankova [email protected] 01695 657032 FACULTY OF HEALTH AND SOCIAL CARE Department of CPD Undergraduate Studies Stand Alone Module Student Intake: February 2014 Ormskirk Campus

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Module Handbook HEA 3163

Managing the Needs of the Patient with Diabetes Mellitus

Module Leader Catriona Levshankova

[email protected] 01695 657032

FACULTY OF HEALTH AND SOCIAL CARE Department of CPD Undergraduate Studies

Stand Alone Module

Student Intake: February 2014 Ormskirk Campus

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CONTENTS

Introduction Page 3

Learning Outcomes Page 4 Assessment Strategy Page 5 Assignment Guidance Page 6 Assessment Submission Page 7 Turnitin: Originality Reports Page 9 Confidentiality Statement Page 10 Learning Resources Page 11

­ Appendix A: Online submission instructions ­ Appendix B: Marking criteria ­ Timetable To be displayed on

Blackboard

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INTRODUCTION Welcome to module HEA 3163 Managing the Needs of the Patient with Diabetes Mellitus. On successful completion of all the elements within the module, you will be awarded 20 credits at Level 6. This module is designed to provide health care professionals with the knowledge and skills required to care for the individual with diabetes and their family/carers. It explores the impact Diabetes Mellitus can have on the health, mental health and wellbeing of the individual with diabetes, their family/friends, the community and the wider global perspective. The importance of prevention and education will be examined. Throughout the module I will be your module leader and my contact details are listed on this handbook cover. If you wish to arrange a tutorial outside the timetabled support, please contact me to arrange an appointment. This will ensure that I am available to see you and will prevent a wasted journey for yourself. This module handbook should be read in conjunction with your CPD Undergraduate Student Handbook available on the Edge Hill website, which details important information regarding confidentiality, academic rules, regulations and support. On behalf of all the staff within the Faculty of Health and Social Care, I would like to offer you a warm welcome, I hope that you enjoy this module and wish you every success.

Catriona Levshankova Module Leader

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ONLINE LEARNING This module uses an online approach to teaching and learning. The online sessions are identified in your timetable. Each session is time released, so will only become available on the date that it is timetabled for delivery. You will then have one week to complete that session and feedback from the tutor will be provided the following week. LEARNING OUTCOMES On successful completion of the module you will be able to: 1. Develop a critical understanding of the principle management strategies of diabetes in

both chronic and acute situations. 2. Critically reflect the complexities of a multi agencies approach to enhance client care and

outcome including organisation of care and national guidelines. 3. Critically evaluate the importance of prevention of diabetes and the minimising of

complications associated with diabetes. 4. Critically evaluate the importance of structured patient education and patient

empowerment.

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ASSESSMENT STRATEGY Summative Assessment The summative assessment for this module will be: Case study This will allow you to explore key aspects of diabetes care, linking theory to practice. Your own/negotiated patient choice. You will identify own patient with diabetes or if you are unable to do this you will be given

a choice of scenario, (type 1 diabetic or type 2 diabetic). Information re patient will be presented in a structured framework and submitted in an

appendix of the case study. 4000 notional words; This must meet Learning Outcome nos 1, 2, 3 and 4; 100% of the mark. In order to pass the module, the overall aggregate mark must be above 40%.

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ASSIGNMENT GUIDANCE Case study 100% (4000 words) (LO 1, 2, 3, and 4). This will allow students to explore key aspects of diabetes care, linking theory to practice. Students own/negotiated patient choice; Students will identify own patient with diabetes or if they are unable to do this they will

be given a choice of scenario, (type 1 diabetic or type 2 diabetic);

Information re patient will be presented in a structured framework and submitted in an appendix of the case study.

The case study will relate to your chosen patient and include:

- The identification of one aspect of patient care (student choice/negotiated) discussed

in depth. (LO1)

- Discuss management of acute episodes related to diabetes care. (LO1)

- Discuss the organisation of care and the role of the MDT in relation to the chosen patient. (LO2)

- Discuss strategies to reduce/prevent complications of diabetes. (LO3)

- Discuss structured patient education and its impact on their chosen patient. (LO4)

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ASSIGNMENT SUBMISSION

Online Submission Date: 19th May 2014

Before 12 noon Provisional Marks available by: 16th June 2014 Your assignment should be generated electronically and submitted online. Instructions for online submission and the how to view results can be found in Appendix A of this handbook. Non-submission will result in a fail grade being recorded.

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General Submission Requirements (For written assessments)

Assignments must be electronically generated and you must keep an electronic copy of your assignment.

Appropriate referencing should take place throughout your assignment, utilising the Harvard Referencing System. Useful information and advice can be obtained via the University’s website at:

General Guidance for Academic Skills, including referencing: http://www.edgehill.ac.uk/ls/support/academicskills/#intro Full Harvard Referencing Guide: http://www.eshare.edgehill.ac.uk/1133/1/HR_guide_RevisedDec2011.pdf

In-text authors and dates of publication, the work you include in your reference list and any appendices you attach are not included within the word count. Direct quotations from other sources are included within the word limit. Appendices are not marked and for information only.

Assignments are expected to adhere to guidance regarding the recommended wordage and failure to do so may influence the final grade awarded.

You are responsible for stating the word count when submitting your assignment.

The marking criteria being used in this assessment strategy are attached in Appendix B of this handbook.

Confidentiality and academic malpractice regulations apply to all assessments.

Please note if you are unable to submit your assignment due to sickness or other exceptional mitigating circumstances, it will be necessary for you to apply to the Head of Department for an extension or to submit an exceptional circumstances form along with appropriate evidence (e.g. a medical certificate/independent evidence).

The details of the external examiner responsible for the assessment of this module can be found within the Health Student Wiki at:

https://go.edgehill.ac.uk/wiki/display/health/External+Examiners+-+Student+Info

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TURNITIN: INTERPRETING ORIGINALITY REPORTS The Originality Report is a report that highlights text in students’ work that has been submitted through Turnitin and then displays matches with the database that have the same or very similar wording. This consists of all quotes and paraphrases that students have included in their work, as well as phrases, which are favourably similar to other sources. Turnitin compares students’ work with text from: • Published books, documents, journals, and articles; • Websites, databases, and information repositories;

• Work submitted to Turnitin. The report also includes a Similarity Score, which is a percentage, indicating how much of your essay matched other sources in the Turnitin Databases. If you receive a Similarity Score of 30% this means that Turnitin has identified 30% of your work as being similar to existing work stored in the database. There is NO similarity score that the student should aim for as a target. The Originality Report is usually ready in 5-10 minutes post-submission but can take longer when the demand is high. HOW TO USE THE ORIGINALITY REPORT EFFECTIVELY Armed with your similarity score and the list of colour-coded web-based links that matches each source highlighted in your text, you can begin direct comparison for in-depth analysis of the use of sources in your work. Features of this analysis should include: 1. The amount of textual borrowing; 2. The reliance on sources; 3. The accuracy of citations; 4. The effectiveness of paraphrasing. The main aim of the report is to help guide the student to rewrite their work to the point that they feel confident about the content, as well as improve academic skills to avoid poor academic practice by recognising the various forms of plagiarism.

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CONFIDENTIALITY STATEMENT There should be no reference within your assessed work to any name or identifying information relating to patients/clients or any staff member of any organisation. Inclusion of such information will result in a failed submission. Where it is relevant to state the name of any organisation, the information should be supported by reference to published documents that are available to the general public and form approved official documentation relating to the operation and provision of that organisation. It would be considered relevant to include the name of an organisation when:

Discussing/debating/analysing published data relating to the performance of that organisation.

Discussing/debating/analysing published and approved policy and strategy of that organisation.

Discussing/debating/analysing published research/evaluations/audit/opinion, which relates to and names that organisation.

Where the assignment requires reflection or analysis of specific practice/patient/client/service user scenarios, confidentiality must be maintained by the use of pseudonyms. Whilst retaining the essence of the scenario, where necessary some information may be altered to enhance anonymity, e.g., changing the number of siblings/children/place or type of work/accommodation or housing. ACADEMIC MALPRACTICE AND THE PROFESSIONAL REGISTRANT Students should be aware that as a registrant of a Professional Body, any proven academic malpractice issues, such as plagiarism or any other type of malpractice as outlined in the university's regulations and procedures in respect of academic malpractice, may be reported to that (professional) body and or the commissioning agent. In addition, the university reserves the right to deny subsequent re attempts in accordance with the university's regulations and procedures in respect of academic malpractice. For further details relating to both assessment processes and regulations, please refer to the CPD Undergraduate Student Handbook.

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LEARNING RESOURCES

Please use the library catalogue to access all your print and e-resources.

Alberti, G., Zimmet, P. & DeFronzo, R. (2004) International Textbook of Diabetes Mellitus (3rd edition). London: Churchill Livingstone. Barnett, A. and Kumar, S (2009) Obesity and Diabetes (2nd edition). Chichester: Wiley. Boulton, A., Conner, H. & Cavanagh, P. (2006) The Foot in Diabetes (4th edition). London: Churchill Livingstone. Department of Health (2010) Six Years On Delivering the Diabetes National Service Framework Publications and statistics. http://www.dh.gov.uk Department of Health (2003) National Service Framework for Diabetes, Delivery Strategy Publications and statistics. http://www.dh.gov.uk Department of Health (2010) ‘Diabetes type 1 in childhood. National Service Framework for children, young people and maternity services’, in Publications http://www.dh.gov.uk Gadsby, R. and Gadsby, P. (2009) Vital Diabetes Management. London: Class Publishers. Gill, G., Williams, G. & Pickup, J. (2000) Difficult Diabetes. UK: Blackwell Publishing. Gough, S. Manley, S. and Stretton, I. eds (2010) HbA1c in diabetes: case studies using IFCC units. Chichester: Wiley (electronic resource). Harmel, A. (2004) Davidson’s Diabetes Mellitus: Diagnosis & Treatment (5th edition). UK: Sanders. MacKinnan, M. (2002) Providing Diabetes Care in General Practice (4th edition). London: Class Publishing. NICE (2008) ‘Diabetes in pregnancy: full guideline (reissued July 2008)’ Guidance http://www.nice.org.uk/CG63 NICE (2008) ‘Type 2 diabetes- footcare: full guideline’ Guidance http://www.nice.org.uk/CG10 NICE (2008) ‘Type 1 diabetes: diagnosis and management of type 1 diabetes in children, young people and adults’ Guidance http://www.nice.org.uk/CG15 NICE (2004) ‘Type 1 diabetes: full guideline, adults’ Guidance http://www.nice.org.uk/CG15 NICE (2008) ‘Diabetes - insulin pump therapy’ Guidance http://guidance.nice.org.uk/TA151 NICE (2008) ‘Type 2 diabetes: full guideline’ Guidance http://guidance.nice.org.uk/CG66/Guidance/pdf/English 11

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Pickup, J.C. & Williams, G. (2010) (eds.) Textbook of Diabetes (4th edition). Oxford: Blackwell Science. Sinclair, A. & Finucane, P. (2009) Diabetes in Old Age (3rd edition). Chichester: John Wiley & Sons. This list is not exhaustive. Texts identified are deemed to be important reading for all module participants. Journals § Primary Care Diabetes

§ Diabetes Current Medical Literature

§ Diabetes and Metabolism

§ Diabetes Educator

§ Journal of Diabetes Nursing

§ Diabetes

§ Diabetes Care

§ Clinical Diabetes

§ Diabetes Forecast

§ European Diabetes Nursing

§ The British Journal of Diabetes and Vascular Disease

§ Diabetes Metabolism

§ Diabetes Research and clinical Practice

§ Diabetes Spectrum

§ Diabetic Medicine

§ Obesity Research and Clinical Practice

§ Obesity and Weight Management

§ The British Journal of Nutrition Websites British Medical Journal http://www.bmj.com Diabetes UK http://www.diabetes.org.uk International Diabetes Federation - http://www.idf.org/ NICE - www.nice.org.uk NHS Diabetes - http://www.diabetes.nhs.uk International Diabetes Federation (IDF) (2010) United Nations Resolution on diabetes. http://www.idf.org/united-nations-resolution-diabetes NHS (2010) Emotional and Psychological Support and Care in Diabetes. publications and resources http://www.diabetes.nhs.uk. Learning Services has a range of journals, databases and e-books to enable you to search for high quality, evidence-based information. A full list of the resources, supporting information and Frequently Asked Questions can be found on the Health and Social Care subject web pages: http://www.edgehill.ac.uk/ls/subject/health/ http://www.edgehill.ac.uk/ls/subject/social-work/

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A discovery service is a single search tool that provides fast and simple access to print and electronic material. Use Discover More to search for print books, eBooks, journals, full-text articles and much more. They search the library catalogue and the majority – although not all – of Edge Hill’s electronic resources. Use the Discover More link in the library catalogue. Key Online databases and journal collections All resources are available through the health subject web pages or the library catalogue. Learning Services has 19,000 journals available online. Cinahl Cochrane Library –full text Proquest Nursing – full text Internurse – full text Wiley Online Library – full text PsycInfo Social Care Online Anatomy TV InterMid – full text Maternity and Infant Care (MWIC) For multi-disciplinary and more specialist resources, there is more information on the health and social care subject web pages. http://www.edgehill.ac.uk/ls/subject/health/ http://www.edgehill.ac.uk/ls/subject/social-work/ E-books Edge Hill has a collection of over 80,000 e-books which can be accessed 24/7. Links are in the library catalogue or subject web pages. MyiLibrary Ebrary Ebsco e-books Ovid e-books (Made Incredibly Easy! Series) Royal Marsden Manual OnLine StatRef Midwifery

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APPENDIX A Instructions for Online Submission

TURNITIN Ensure front cover sheet is attached and completed prior to submission. Follow the following steps to submit your assignment through Turnitin. 1. Access http://www.edgehill.ac.uk/ 2. Login using your username and password 3. Access Learning Edgehill 4. Access the Module Area 5. Access Module Assessment Area 6. Click on Turnitin Drop Box 7. Complete form add Module Code 8. Click on Browse button to locate your assignment that is saved 9. Double click the file name to start load process 10. Select the upload button 11. Confirm content 12. Click submit You will receive an e-mail to your university account to confirm your assignment is submitted. Save a copy. Non-submission will result in a fail grade being recorded. Access and view feedback through Turnitin You will receive an e-mail to your university account informing you that your grade and feedback is available for view. Follow the following steps to view your grade and feedback: 1. Access http://www.edgehill.ac.uk/ 2. Login using your username and password 3. Access Learning Edgehill 4. Access the Module Area 5. Access Module Assessment Area 6. Access Turnitin 7. Click on your Assignment title 8. View Grade and Feedback 9. Click reply to comment on feedback

Save a copy of the assignment and store on the Z Drive Contact the Module Lead to report problems encountered with submitting the assignment through Turnitin and viewing your feedback. Please note that guides to submit work through Turnitin are available at: http://www.eshare.edgehill.ac.uk/883/

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APPENDIX B

Assignment Marking Criteria: Academic Level 6

Weighting 75% 25%

Descriptor Grade

Relevant knowledge and understanding

Application of theory to practice (If relevant)

Level of analysis

Level of investigation and use of supporting evidence

Structure presentation and grammar

90-100%

(1st Class)

Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity. Contributes own ideas to current knowledge base.

Outstanding evidence of application of theory to practice. Is able to critically evaluate all aspects of theory and practice. Demonstrates an outstanding ability to use reflective skills in a critical and analytical manner where appropriate.

Excellent evidence of the ability to critically analyse and evaluate concepts and theories. Excellent synthesis of elements to support a substantial conclusion.

Discussion is fully supported by reference to an extensive range of contrasting source material. Accurate use of the current Harvard referencing system.

Outstanding organisation of material, discussion is articulate and fluent. Excellent concise use of language, grammatically sound, presented in accordance with assignment guidelines.

80-89%

(1st Class)

Demonstrates deep and comprehensive knowledge and understanding. Critically evaluates a range of wider issues and perspectives. Excellent evidence of independent thought and creativity.

Excellent evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate.

Excellent evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Critical use of an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Excellent organisation of material, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.

70-79%

(1st Class)

Demonstrates comprehensive knowledge and understanding. Evaluates a range of wider issues and perspectives. Strong evidence of independent thought and creativity.

Strong evidence of application of theory to practice. Is able to critically evaluate the impact of theory on practice. Demonstrates a well developed ability to use reflective skills in a critical and analytical manner where appropriate.

Strong evidence of the ability to critically analyse and evaluate concepts and theories in depth, drawing together ideas and perspectives in order to reach a substantial conclusion.

Engages with an extensive range of relevant further reading/research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Work is clearly and logically structured, discussion is articulate and fluent. Excellent use of language, grammatically sound, presented in accordance with assignment guidelines.

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Assignment Marking Criteria: Academic Level 6 continued …

Weighting 75% 25%

Descriptor Grade

Relevant knowledge and understanding

Application of theory to practice (If relevant)

Level of analysis

Level of investigation and use of supporting evidence

Structure presentation and grammar

60-69%

(ii.i)

Thorough knowledge and understanding of key and a range of wider issues and perspectives. Good evidence of independent thought and creativity.

Good evidence of application of theory to practice. Demonstrates a well developed ability to use reflective skills in a critical manner where appropriate.

Demonstrates the ability to critically analyse and evaluate concepts and theories in some depth, drawing together ideas and perspectives in order to reach a balanced and supportable judgement.

Good use of a range of relevant further reading/ research findings, which add depth and breadth to the discussion. Accurate use of the current Harvard referencing system.

Work is clearly and logically structured, discussion is articulate and fluent. Very well written, grammatically sound, presented in accordance with assignment guidelines.

50-59%

(ii.ii)

Sound knowledge and understanding of key and some wider issues. Clear evidence of independent thought and creativity.

Clear evidence of application of theory to practice. Demonstrates an ability to use reflective skills where appropriate.

Demonstrates the ability to critically analyse and evaluate concepts and theories, drawing together ideas and perspectives.

Good use of relevant further reading/research findings to illustrate and extend the discussion. Accurate use of the current Harvard referencing system.

Work is well structured and aids clarity and coherence of the discussion or argument. Well written with few grammatical errors and presented in accordance with assignment guidelines.

40-49%

(3rd Class)

Meets the assessment outcomes at threshold level. Adequate knowledge and understanding of key issues. Limited evidence of independent thought and creativity.

Limited attempts to apply theory to practice. Developing the ability to use reflective skills where appropriate.

Demonstrates a developing ability to critically analyse and evaluate concepts and theories.

Adequate use of further relevant reading/research findings in support of the discussion. Largely accurate use of the current Harvard referencing system.

Work is clearly structured and supports developing discussion or argument. Clearly written and presented in accordance with assignment guidelines. Few grammatical errors.

30-39%

(U)

Assessment outcomes are not met. Limited knowledge and understanding of the key issues. Very little evidence of independent thought and creativity.

Theory is applied to practice in a superficial manner. Difficulty in selecting appropriate theory.

Work has a tendency to be descriptive in places. Discussion is not developed. Little evidence of critical thought.

Reading is limited from a narrow range of sources. Valid points are made without the supporting literature/theory.

Work tends not to flow and is disjointed in places. Spelling/ grammatical errors are present. Work requires careful proof reading.

20-29%

(Fail)

Assessment outcomes are not met. Key issues are not addressed. There is evidence of misunderstanding/ errors. No evidence of independent thought and creativity.

Only occasional application of theory to practice.

Many areas of description. No evidence of critical analysis or critical thought.

Narrow reading, key texts not accessed. Work is generally unsupported Inaccurate/ incomplete use of referenced material. A substantial number of referencing errors/ omissions.

Work is disjointed/ disorganised with many spelling/ grammatical errors, which impede the flow of the work. Work requires careful proof reading.

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Assignment Marking Criteria: Academic Level 6 continued …

Weighting 75% 25%

Descriptors Grade

Relevant knowledge and understanding

Application of theory to practice If relevant)

Level of analysis

Level of investigation and use of supporting evidence

Structure presentation and grammar

10-19%

(Fail)

Assessment outcomes are not met. There is evidence of significant misunderstanding.

No application of theory to practice.

No evidence of critical analysis. Work is descriptive throughout. No evidence of critical thought.

Very little reading evident. Work is unsupported. Many referencing errors/omissions throughout the work.

High levels of disorganisation. No logical progression to lines of discussion. Numerous spelling/ grammatical errors, which seriously impede the flow of the work.

1-9%

(Fail)

Assessment outcomes are not met. No knowledge of understanding of key issues.

No application of theory to practice.

Work is a descriptive narrative.

No evidence of reading to inform approach.

Work is very disorganised, difficult to read and understand. No attempt at discussion. Language used is inappropriate.

0% Late submissions without relevant permission. Evidence of academic malpractice as defined by Institutional Policy. Major breach of confidentiality. Evidence of unsafe/harmful or discriminatory practice or presentation of misinformation. Failure to generate assignment electronically.