Module: Working for Inclusion

Module Specifications.

Current Academic Year 2024 - 2025

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Date posted: September 2024

Module Title	Working for Inclusion
Module Code	NS326 (ITS) / NUR1189 (Banner)
Faculty	Science & Health	School	Nursing, PsyT & Comm Health
Module Co-ordinator	David Loughrey
Module Teachers	-
NFQ level	8	Credit Rating	5
Pre-requisite	Not Available
Co-requisite	Not Available
Compatibles	Not Available
Incompatibles	Not Available

Coursework Only
A student resubmits material amending written work based on feedback received.

Description

Society needs to broaden its boundaries and embrace ideas of diversity, enabling access and equality for all. On the other hand, individuals in marginalised groups are encouraged to take responsibility to work towards getting their needs met by forming relevant advocacy and pressure groups. This module supports students to make connections with concepts and strategies to advance their nursing skills in caring for individuals from marginalised groups. Students taking part consider how health care professionals can respond to facilitate inclusion within their branch of nursing.

Learning Outcomes

1. Debate theoretical perspectives and policies on inclusion.
2. Examine inclusion research.
3. Identify barriers and enablers to inclusion in the students defined area of nursing practice.
4. Evaluate their own attitudes and beliefs about marginalised groups in society.
5. Evaluate strategies supporting inclusion within the health and social arena across Europe.

*Type*	*Hours*	*Description*
Workload	Full-time hours per semester
Lecture	20	Lectures- as appropriate,face to face / online.
Seminars	5	Small group work support /discussion
Tutorial	5	Tutorials as appropriate
Independent Study	90	Independent study time
Fieldwork	5	Student(s) complete a mapping exercise of a community they are familiar with, bearing in mind the concept of social inclusion.
Total Workload: 125

All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml

Indicative Content and Learning Activities

Policies and Reports. t Available online through the DCU library / or appropriate Government / International website.
An exploration of what is written about inclusion from the United Nations, Europe and the Irish Government. This material is available online through the DCU library / or appropriate Government / International website

Historical Context
An exploration of the historic nature of health care that has contributed to margnialisation

Theoretical Concepts
Examine inclusion theory

Related Concepts
Equlality, dignity, respect, rights, citizenship, empowerment, discrmination and advocacy.

Barriers to Inclusion
Discover the elements that makes inclusion more difficult to realise

Media
How does the meedia influence the inclusion agenda?

Research
What has resaerch shown about inclusion?

Strategies
What strategies have been used to promote inclusion?

Nurisng Response
What is the response required to the inclusion agenda in every day nursing care?

Assessment Breakdown
Continuous Assessment	100%	Examination Weight	0%

Type	Description	% of total	Assessment Date
Course Work Breakdown
Assignment	Assessment description (1) A mapping exercise of a community/ area a student(s) is / are familiar with. (2) A group / individual submission on a topic of relevance to social inclusion. (3) An alternative assessment, negotiated with the student and module coordinator may be completed in place of the above assessment activities.	100%	n/a

Reassessment Requirement Type
Resit arrangements are explained by the following categories: Resit category 1: A resit is available for both* components of the module. Resit category 2: No resit is available for a 100% continuous assessment module. Resit category 3: No resit is available for the continuous assessment component where there is a continuous assessment and examination element.
* ‘Both’ is used in the context of the module having a Continuous Assessment/Examination split; where the module is 100% continuous assessment, there will also be a resit of the assessment
This module is category 1

Indicative Reading List

Bates, P.: 2002, Working for Inclusion, The Sainsbury Centre, London,
Bollard, M.: 2009, Intellectual Disability and Social Inclusion, Churchhill Livingstone, China,
Mason: 2005, Incurably Human, London, Inclusive Solutions UK Ltd,
Repper, J & Perkins, R. 2003: 2003, Social Inclusion and Recovery, Baliliere Tindall, London,

Other Resources

None