Practice Innovation

This module is not scheduled to run in 2013/4.

Expressions of interest in the module are welcome for 2014/5; please email healthadmissions@cumbria.ac.uk

Why study with us?

The aim of this module is to enable you to determine different ways in which practitioners can balance creative and critical processes in practice innovation, clinical reasoning and ways of knowing, and to explore how reflective writing, practitioner inquiry and collaborative action learning can promote practice development in health and social care provision.

Finance

If you are employed within NHS North West and this module is to be funded by your employing Trust, please contact your Line Manager and CPD Lead for advice relating to funding and the funding application process.

Resources and facilities We are amongst the UK’s leading health and wellbeing faculties and are proud of the high level of support we are able to offer to our students. We provide a wide range of high-quality courses supported by expert academic and clinical practice staff. If you join us you will enjoy great facilities and learn alongside caring, committed and experienced professionals. Our employment record is excellent. Entry requirements

Prior successful study at underpinning level

More about levels and credits

Credit and UCAS requirements Credit: 20 credits Selection criteria

To be eligible to study this module you should be able to apply it to your practice.

Modules

HLLG6036 Practice Innovation (20 credits at level 6)

Intended Learning Outcomes

By the end of the module you will be able to:

1. Construct brief clinical narratives (vignettes, incidents etc) drawing on first hand observations from practice
2. Use reflective writing to critically examine how imagination and creativity can enhance problem solving
3. Use concept analysis to map different concepts of care delivery and professional practice within their own context
4. Actively participate in learning communities for practice development through shared critical discussion of reflective writing and related theoretical perspectives
5. Promote positive changes in the practice environment by drawing on collaborative action learning and critical reflections

Core Bibliography

Alterio M., McDrury J., (2003) Learning Through Storytelling in Higher Education: Using Reflection and Experience to Improve Learning. Oxford. Routledge.

Charon R., (2008) Narrative Medicine: Honoring the stories of illness. USA OU.

Greenhalgh T., Collard A., (2003) Narrative Based Health Care: Sharing Stories: A Multi Professional Workbook. Oxford. Wiley-Blackwell.

Harter L., Japp P.M., Beck C.S., (2005), Narratives, Health, and Healing (LEA's Communication) (LEA's Communication Series) Oxford. Routledge.

Moon J.A., (2010) Using Story: In Higher Education and Professional Development. Oxford. Routledge.

Sanders L., (2010) Reprint edition Every Patient Tells a Story: Medical Mysteries and the Art of Diagnosis. USA. Broadway Books Any autobiographical account of an illness/caring experience http://www.pilgrim.myzen.co.uk/patientvoices/newham.htm

Course summary Indicative Module Content: The place of creativity in needs assessment and problem finding in health & social care practice. Rethinking case histories. Interaction, collaboration and negotiation in preparing intervention plans, care plans or practice innovation. Narrative reasoning in the delivery of health and social care/action. Concepts of caring: traditional, holistic, post modernist. The multiple perspective approach – group reflections. Uses of metaphor and story in the evaluation of practice. Making sense of change and learning to make change