University of Hull Module Catalogue

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University of Hull Module Catalogue

University of Hull Module Catalogue

92566: Life and Social Sciences

16/17 Session, Semester 2

Basic Information

Module LevelLevel 4
Nature of StudyTaught Module
European Credit Transfer Scheme10
Probable Attendance350
LocationHull Campus
This module is not available as a Free Elective
This module is not available as a postgraduate training module
This module is available to Exchange students

Module Rationale

It is believed that a written examination is the best method of assessing the students’ knowledge in all 3 sciences at this stage of the programme. This assessment links to the previous Skills for Practice examination, for example, in testing knowledge of Anatomy and Physiology. At this stage their learning cannot be applied to patient’s conditions; this will be introduced later in the programme. A balance of assessment types is required across the programme and this type of assessment aims to meet that requirement in year 1 of the programme.

Aims and Distinctive Features

In order to provide holistic, individualised care and to fully understand the nature of a client’s problems, the nurse practitioner needs to be knowledgeable in the life and social sciences taught within this module.

The aims of this module are to:

Introduce the student to a range of psychological and sociological theories and core physiological concepts, and explore how these can be used to explain everyday behaviours and body functions

Provide a foundation of knowledge in all 3 sciences on which the students can build throughout the following 2 years and after registration

Learning Outcomes

The module has the following Learning Outcomes:

  • Define key aspects of physiological, psychological and sociological theories covered in the module
  • Identify and define key terms within the 3 life and social sciences
  • Select examples from their own experiences that demonstrate how the knowledge base in the module can be used to explain everyday behaviours, and how the body functions

Learning and Teaching Strategies

The following learning and teaching strategies are used within this module:

  • Teaching activity will be in the form of lead lectures followed by medium/large group tutorials where taught concepts are revisited, re-examined and built upon. Private and guided reading before tutorials is expected in order for the students to fully participate in the sessions. Activating the spiral nature of the curriculum enables students’ understanding to deepen over time. Tutorials will be arranged that allow students to explore their understanding of key terms from each of the life and social sciences. Content of lectures and group sessions is determined by the nature of the module and learning outcomes but also influenced by the range of programme concepts which provide additional context in which the content is both taught and learned.
  • Preparatory reading is provided prior to commencement of the module to enable students to engage at a pace according to individual needs. The module is supported by a VLE site which provides students with advance lecture notes, handouts, articles; it also provides opportunities to join discussion boards and use links to relevant web sites for all 3 sciences.
  • Module supervisors who are module team members are allocated enabling each student to seek academic support specific to their learning and the assignment for this module.
  • Module supervisors who are allocated to students with disabilities, which can affect their ability to produce written English, are guided in supporting their students by the University’s published guidelines (Annexe 3, University Code of Practice; Assessment Procedures).
  • The student is given a knowledge base that can be built on in future modules and subsequently used to inform their understanding of the bio-psychosocial nature of patients’/clients’ needs. This will form a foundation in order for the student to be able to, in the future, respond to unpredictable health care needs and show an awareness of bio-psychosocial health care needs. The module will enable the student to demonstrate how lifestyle, diversity and socioeconomic factors are taken into consideration in health care delivery.
  • Guided/independent study / online 75%
  • Scheduled learning and teaching activities 25%

Assessment Strategies

The following assessment strategies are used within this module:

  • Formative Assessment: