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Module Title |
Contexts & Concepts: Multiple & Complex Needs
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Module Code |
NS513
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School |
School of Nursing and Human Sciences
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Online Module Resources
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Level |
5
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Credit Rating |
10
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Pre-requisite |
None
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Co-requisite |
None
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Module Aims
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To provide the student with the opportunity to critique, integrate and bring synergy to philosophical, theoretical, research an practice based information in order to make a more substantive and informed contribution to the care and well being of people with intellectual disability who have multiple and complex needs.
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Learning Outcomes
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On completion of this module and following a period of personal study and reflection the student will be able to:
- Critically review the psychosocial and cognitive development of the person with multiple and complex needs throughout the lifespan using theories and applications drawn from lifespan psychology.
- Judge how theories of care/models of care can promote a holistic/multidisciplinary approach to service provision.
- Debate how socio-political influences effect service provision to persons with multiple and complex needs across the lifespan.
- Critically appraise the lifelong consequences of profound intellectual disability, specific syndromes, visual, auditory and physical impairment.
- Critically evaluate the range and type of services and interventions that assist families and communities to develop a child/adolescent/adult with multiple and complex needs to his or her fullest potential.
- Examine the inter-relationship between acute health care and primary health care for persons with multiple and complex needs.
- Make a considered evaluation of how choice, autonomy, advocacy and the concept of an ordinary life may best be made available to the person with multiple and complex needs in all care settings.
- Critically examine issues as they apply to the person with multiple and complex needs, including health promotion, gender issues and vulnerability.
- Critically explore the supports required to assist a family/carer adjust to the changing needs of the person with multiple and complex needs in any care setting.
- Critically analyse the models of care for the person with life-limiting disease and end stage care.
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Indicative Time Allowances
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Hours
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Lectures |
0
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Tutorials |
0
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Laboratories |
0
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Seminars |
0
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Independent Learning Time |
150
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Total |
150
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Placements |
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Assignments |
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NOTE
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Assume that a 10 credit module load represents approximately 150 hours' work, which includes all teaching, in-course assignments, laboratory work or other specialised training and an estimated private learning time associated with the module.
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Indicative Syllabus
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Indicative Syllabus:-Lifespan development referring to psychological and cognitive development through out the lifespan of the person. -Theories of care movements and philosophies of service provision and care, such as institutionalisation and deinstitutionalisation, normalisation, social role valorisation, empowerment, values attitudes and belief systems, community living and an ordinary Life.-Socio-political and legal influences on caring for people with multiple and complex needs with particular reference to a constitutional right to education-Profound intellectual disability-Syndromes, metabolic disorders: Down Syndrome, PKU-Physical impairments-Sensory impairments: auditory, visual, touch sensitivity, communication difficulties.-Caring for the child with multiple and complex needs -Health promotion: primary, secondary tertiary care, continence promotion, dental care, musculoskeletal problems, cardiac disease, respiratory disease, epilepsy. -Gender related issues: men and women''s health human sexuality, relationships -Vulnerability: abuse, restraints-Rights/choice/decision making/ advocacy and independenceq Models of care: life course planning, person centered planning, individual program plans.-Working effectively with families: caring at home, needs of families, getting older and key transitions, models of support: Client centered care vs Family centered care vs Shared care,-Palliative care: a model for palliative care, building a relationship and developing a profile, anticipating symptoms applying the principles of pain and symptom control, facilitating adjustment, advanced directives, supporting pursuits that give pleasure for those with life limiting disease and end stage care. -Multidisciplinary approaches to service provision; review of the appropriate role and contribution of professionals.
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| Assessment | | Continuous Assessment | 60% | Examination Weight | 40% |
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Indicative Reading List
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Essential:Lacey P. Ouvry C. (1998) People with Profound and Multiple Learning Disabilities A Collaborative Approach to Meeting Complex Needs. London: Fulton.Nolan M. Grant G. Keady J. (1996) Understanding family care; A multi dimensional model of caring and coping. Buckingham: Open University Press.Ward L (1998) Innovations in advocacy and empowerment for people with intellectual disabilities. Chorley: Liseux Hall.Supplementary:Aird, R. (2001). The education and care of children with severe, profound and multiple learning difficulties. London: David Fulton. Atkinson D. Jackson M. Walmsey J.(1997) Forgotten lives. Kidderminster: BILD.Atkinson R.(1998 ) The life story interview London SageBasiro D (1995) Birth to old age Health in transition. Buckingham: Open University Press.Berger D.S. Music Therapy, Sensory Integration and the Autistic Child Bondy A, Frost L Picture's Worth: PECS and Other Visual Communication Strategies in Autism (Topics in Autism) Caplan P.(1997) The cultural construction of sexuality. London: Routledge. Davies A (1992) The right to life: the right to education. In Fairbairn G. and Fairbairn S (Eds) Integrating Special Children: Some Ethical Issues. Avebury: Ashgate.Department of Health and Children (1997) The National Intellectual Disability Database 1997-2001.Dublin: Stationary Office.Fitton P (1995) Home at Last. How Two Young Women with Profound Intellectual and Multiple Disabilities Achieved their own Home. Jessica Kingsley: London.Ford J and Fredericks B (1994) Inclusion for children who are deaf-blind. Network 4, (1), 25-29.Gray B. Ridden G. (1999) Lifemaps of people with learning disability. London: Jessica Kingsley. Hogg L. Cavet J (1995) Making Leisure Provision for People With Profound Learning & Multiple DisabilitiesKars, H., and Stolk J (1998) A study of the meaning of life of the severely disabled child. Ethics and Intellectual Disability, 3, (2), 6-7.Nind M, Hewett D, (2001) A Practical Guide to Intensive Interaction. Kidderminister: BILD.Nind M, Hewett D, (1994) Access to Communication: Developing the Basics of Communication with People with Severe Learning Difficulties Through Intensive Interaction. London: Fulton PublishersO'Kane J Coupe, Goldbart J, Communication Before Speech: Development and Assessment Parsons et al. (1998) Identifying work preferences prior to supported work for an individual with multiple severe disabilities including deaf-blindness. Journal of the Association for Persons with Severe Handicaps, 23, (4), 329-333.Ramcharan P. Roberts G. Grant G. Borland J.(1997)(eds) Empowerment in everyday life learning disability. London: Jessica Kingsley.Reichle, J., Beukelman, D.R., Light, J.C. (2002). Exemplary practices for beginning communicators: implications for AAC. Baltimore: P.H. Brookes.Royal National Institute for the Blind (1998) Approaches to working with children with multiple disabilities and a visual impairment. London: Royal National Institute for the Blind. Turk V and Brown H (1993) The sexual abuse of adults with learning disabilities: results of a two-year incidence survey. Mental Handicap Research, 6,(3), 193-216.Ware J (1996) Creating a Responsive Environment for People with Profound & Multiple Learning Difficulties Williams D (1996). Autism. An Inside-Out Approach. London: Jessica Kinsley. Additional journals of benefit on this topic includeAmerican Journal of Mental retardation British Journal of Learning DisabilitiesDisability and Society Journal of Intellectual Disability Research Journal for Nursing Health and Social CareBritish Journal of Visual Impairment and BlindnessJournal of Intellectual and Developmental Disability
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Programme or List of Programmes
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| GNSIDC | GD Nursing (Multiple and Complex Needs) |
| MNSIDC | MSc Nursing (Multiple & Complex Needs) |
| Archives: | |
