Long-Term Condition Care (Respiratory, Endocrine and Renal)
| Module title | Long-Term Condition Care (Respiratory, Endocrine and Renal) |
|---|---|
| Module code | HPDM156 |
| Academic year | 2021/2 |
| Credits | 15 |
| Module staff | (Lecturer) |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 4 | 2 |
| Number students taking module (anticipated) | 10 |
|---|
Module description
Long-term conditions are becoming increasingly prevalent in the UK. Evidence shows that effective healthcare management of these conditions can reduce disease complications.
This module will develop your knowledge and skills for clinical practice with populations of patients with long-term conditions (e.g., asthma, chronic obstructive pulmonary disease (COPD), chronic kidney disease, osteoporosis, diabetes and thryoid disease). You will be expected to analyse and apply evidence-based resources to specific areas of your clinical practice. Expert clinical practitioners and researchers will be used on the delivery of this module.
Module aims - intentions of the module
This module will build on your knowledge of clinical practice to further understand how long-term conditions are diagnosed, monitored and managed by patients and practitioners. In addition, issues such as promotion of healthy lifestyles, adherence of medication and recognising exacerbations of conditions. Organisation of health service delivery will be considered so that you can consider population healthcare outcomes in long-term conditions. Assessment of the module is designed so that you can tailor your learning to your clinical practice.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. Apply evidence-based knowledge of long term conditions to clinical practice in terms of diagnosis, monitoring and management of long term condition care
- 2. Develop and justify the development of shared management plan (lifestyle changes, medication optimisation etc.) in long term condition care in clinical practice
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 3. Use clinical assessment skills to identify priorities within patient consultations
- 4. Appraise health service systems and make suggestions for change
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 5. Verbal and written communication skills in relation to delivering patient-centred long term condition care
- 6. Form effective working partnerships with patients
Syllabus plan
Whilst the module’s precise content may vary from year to year, an example of an overall structure is as follows:
The organisation and evaluation of long term condition care
- Principles of long term condition care
- Asthma/COPD – epidemiology including primary and secondary prevention, pathophysiology, diagnostic and long term monitoring and assessment, symptoms and treatment Osteoporosis - identify patients at risk of osteoporosis, validated tools to assess fracture risk in primary prevention management, secondary prevention of osteoporotic fractures
- Thyroid disease – pathophysiology and treatment of thyroid disease
- Chronic kidney disease – diagnosis, monitoring and management
- Diabetes type 1 and type 2 – diagnosis, monitoring and management of condition and complications arising
To ensure flexibility and resilience over the coming academic year, the following changes may be made to the module if needed:
-Face-to-face scheduled lectures may be replaced by short pre-recorded videos for each topic (15-20 minutes) and/or brief overview lectures delivered via MS Teams/Zoom, with learning consolidated by self-directed learning resources and ELE activities.
-Small-group discussion in tutorials and seminars may be replaced by synchronous group discussion on Teams/ Zoom; or asynchronous online discussion, for example via Yammer or ELE Discussion board.
-Workshops involving face-to-face classroom teaching may be replaced by synchronous sessions on Teams/Zoom; or Asynchronous workshop activities supported with discussion forum.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 12 | 138 | 0 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning & Teaching activities | 12 | Seminars, presentations and discussion groups |
| Guided independent study | 30 | E-learning. Online pre- and post-contact day activities |
| Guided independent study | 24 | Workplace learning. Engaging and reflecting on clinical practice |
| Guided independent study | 44 | Guided independent study. Wider reading on subject, peer discussion and reflection on learning needs |
| Guided independent study | 40 | Assignment work. Portfolio. |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Pharmaceutical Care Plan | 300-500 words | 1-6 | Written |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Pharmaceutical Care Plan | 100 | 2000 words | 1-6 | Written |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Case review (100%) | Case review (2000 words) | 1-6 | Typically within six weeks of the result |
Re-assessment notes
In the event of referral, students should submit a revised version of their original submission, taking into account marker’s feedback.
Indicative learning resources - Basic reading
Depending on professional background, relevant sections of:-
• Medical sciences / edited by Jeannette Naish and Denise Syndercombe Court. ISBN: 9780702052491 Accessed via: http://encore.exeter.ac.uk/iii/encore/record/C__Rb2635081
• Kumar & Clark's clinical medicine edited by Parveen Kumar, Michael Clark. ISBN 0702066001 Accessed via: http://encore.exeter.ac.uk/iii/encore/record/C__Rb3510479
• Oxford handbook of clinical medicine / by Murray Longmore, Ian Wilkinson, Andrew Baldwin, Elizabeth Wallin. ISBN: 9781306474122 Accessed http://encore.exeter.ac.uk/iii/encore/record/C__Rb2632706
• ABC of Diabetes (ABC Series) Paperpack – 25 Sept 2015 by Tim Holt
ELE
Indicative learning resources - Web based and electronic resources
Asthma:
British Thoracic Society (BTS)/SIGN Guideline Asthma Guideline 2019
NICE Guideline 80 Asthma: Diagnosis, Monitoring and Chronic Asthma Management 2017
Asthma UK: Interactive demonstration of inhaler technique and downloadable self-management (PAAP Patient Asthma Action Plan) card + many useful resources for patients: http://www.asthma.org.uk/
COPD:
NICE Guideline 155 COPD in over 16s: Diagnosis and Management (2018)
Global Initiative for Chronic Obstructive Lung Disease. Global Strategy for the Diagnosis, Management and Prevention of Chronic Obstructive Lung Disease (2020) Osteoporosis:
National Clinical Guideline Group (2017). Clinical guideline for the prevention and treatment of osteoporosis.
Thyroid disease:
NICE Guideline 145 Thyroid Disease: Assessment and Management (2019)
Chronic Kidney Disease:
NICE Guideline 203 Chronic Kidney Disease: Assessment and Management (2021)
Diabetes:
NICE Guideline 17 Type 1 Diabetes in Adults: Diagnosis and Management (2015)
NICE Guideline 28 Type 2 Diabetes in Adults: Management (2015)
| Credit value | 15 |
|---|---|
| Module ECTS | 7.5 |
| Module pre-requisites | None |
| Module co-requisites | None |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 19/09/2017 |
| Last revision date | 14/06/2021 |
