Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
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Repeat the module |
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Description Taking as its starting point an introduction to critical thinking, writing and appraisal, in this module students will critically analyse various alternative theoretical perspectives and principles which underpin child and family-focused care; and the impact on child and family health and wellbeing outcomes. Students will critically examine major family theories and appraise national and international evidence for their application to research, practice, and shaping policy, as relevant to their field of work. This will include approaches for supporting child/family assessment and family-focused communication. Students will also deepen their understanding of the concept and principles of co-design and co-production to advance innovative solutions for integrated care that meets the needs and reflects the priorities of children and their families. The concept, research and practice of interdisciplinary collaboration will also be critically examined in this module. Dialogic discussion and sharing of professional practice will be central to student engagement and participation in the module as a means of promoting communities of practice across disciplines and sectors. | |||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Source and interrogate scholarly literature on child and family-focused care for the purpose of developing academic writing, research skills and critical thinking. 2. Critically explore the concept, research and practices of interdisciplinary collaboration. 3. Theorise concepts, components, philosophies and principles which underpin various family theories, frameworks and models guiding child/family-focused care. 4. Demonstrate the ability to appraise national and international evidence for strategies to implement child/family-focused care in the ‘real-world’ and for shaping policy, including family assessment and family-focused communication. 5. Analyse the evidence for working in meaningful partnership with children and their families to co-design integrated services that meet their needs and reflect their priorities. | |||||||||||||||||||||||||||||||||||||||||||
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 |
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Indicative Content and Learning Activities
Critical thinking, appraisal and writing• Introduction to and key features of academic writing • Critical thinking strategies • Critical writing tips • Short-interactive online bespoke courses on academic writing and critical thinking • Formative academic writing report with individualised formative feedbackInterdisciplinary collaboration• Concept and core principles of interdisciplinary collaboration • Use of interdisciplinary collaborations in practice, including benefits and challenges • Interpersonal relationship building and open/effective communication strategies for interdisciplinary collaborations and working in an integrated way • Understanding expectations, roles, skills and responsibilities of different disciplinesTheoretical foundations of child and family-focused care and wellbeing● Defining and conceptualising family and family as unit of care ● Theoretical foundations/perspectives of child and family-focused care e.g. family-centred care (FCC), family integrated care (FIC), child-centred care (CCC) ● Family theories e.g., family systems theory, bio-ecological theory, strengths-based approaches, relational care, stress and resiliency etc. ● Importance of and empirical evidence for thinking family-led approaches to care and wellbeing ● Factors that influence (positively and negatively) child/family health and wellbeing outcomesStrategies to implement child/family-focused care and for shaping policy• Strategies for implementing child/family-focused care in diverse ‘real-world’ contexts • Benefits of incorporating a child/family-focused care approach in various contexts/settings • Challenges to implementing child/family-focused care in various contexts/settings • Shaping policies to address child/family-focused care and child/family health and wellbeing • Core principles of child/family assessment approaches and family-focused interviews/conversationsChildren and families as partners in service co-design and innovation● Differentiate principles and best practices of end-user involvement, participation, engagement, collaboration, co-design, co-production etc. ● Strategies, processes and methods for co-designing integrated service innovations with children and families as partners in care ● Challenges and ways to building meaningful collaborations and equal partnerships among professionals, children, family members and communities for service co-design ● Evaluating and measuring the impact of child/family involvement in service co-design | |||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources None | |||||||||||||||||||||||||||||||||||||||||||