Programme Title: Bsc (Honours) Dementia Studies

Faculty ofHealth Studies

Programme Specification

Programme title: BSc (Honours) Dementia Studies

Introduction

The BSc (Hons) Dementia Studies is nested within the Framework for Flexible Learning in Health and Social Careand provides you with an opportunity to undertake in-depth study on dementia care and practice. The BSc (Hons) is a part time distance-learning course studied over two years. It provides students with knowledge of theories, models and approaches to dementia practice and a clear understanding of what constitutes quality dementia care. There are option modules on Dementia Education and Trainingwhich will equip you with knowledge and understanding related to the provision of evidence based dementia care training. On completion you will also be equipped with knowledge and skills related to improving dementia practice/providing dementia training and the key barriers and obstacles to change as well as strategies and skills for implementing change initiatives. This learning is brought together in a practical way through implementation of a small practice based project. It provides a specialist top up degree for students with professional Diplomas as well as a University award for those with relevant vocational qualifications. Due to the prominence of dementia within national policies and its position as a priority health area, there is increasing demand from employers for people with specialist knowledge and skills in dementia care. This programme therefore helps you to meet the need for workforce development. To successfully undertake this programme you will need direct access to people with dementia and to a service that provides care or support to people with dementia.

Programme Aims

The Faulty of Health Studies Specialist Skills Post Registration Development (SSPRD) – Formerly known as Continuing Professional Development (CPD) Framework has several aims for students learning that are contextualised within the aims of the modules and the routes of study that you take. It is the application of the Aims and Learning Outcomes in your own subject area that maintains the focus on your area of interest and final award. The subject specific aims for the programme are contextualised in aims of the module and the route of study that is taken.

The programme is intended to provide students with:

• A sound theoretical base from which to examine the contested nature of dementia and reflect upon their own area of dementia practice
• Knowledge and understanding of the diversity of the experience of living with dementia
• Skills and ability to promote health and well-being in persons with dementia
• Language and confidence, to consult with and protect the rights of individuals and families affected by dementia
• Skills and knowledge to improve practice; identify and propose solutions to practice problems and plan, implement and evaluate a practice development initiative.

Programme Learning Outcomes

As a top up degree, the BSc (Hons) programme studied with us will cover the Level 6 programme learning outcomes. You will be entering the programme having provided evidence of already meeting the learning outcomes associated with Level 4 and 5. This will be evidenced by recognition of prior learning or completion of an advancedstandingportfolioto evidence your prior accredited learning or experiential learning. This will be mapped onto the learning outcomes for levels 4 and 5 of the programme. These are as follows:

To be eligible for the award of Certificate of Higher Education at FHEQ level 4, students will be able to:

LO1 Demonstrate knowledge of the underlying concepts and principles associated with your area of study and an ability to evaluate and interpret these within the context of health wellbeing and social care.

LO2 Demonstrate an ability to present, evaluate and interpret qualitative and quantitative data to develop lines of argument and make sound judgments in accordance with basic theories and concepts relevant to health wellbeing and social care.

LO3 Evaluate the appropriateness of different approaches to solving problems related to health wellbeing and social care.

LO4 Communicate the results of your study/work accurately and reliably, and with structured and coherent arguments.

LO5 Have the skills and understanding to undertake further training and develop new skills within a structured and managed environment.

LO6 Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Additionally, to be eligible for the award of Diploma of Higher Education at FHEQ level 5, students will be able to:

LO1Demonstrate knowledge and critical understanding of the principles of health and the way in which these have developed.

LO2Demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied, including the application of those principles in an employment context.

LO3Demonstrate knowledge of the main methods of enquiry in health, and ability to evaluate critically the appropriateness of different approaches to solving problems in health wellbeing and social care.

LO4 Demonstrate an understanding of the limits of your knowledge and how this impacts on your analyses and interpretations of that knowledge.

LO5 Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis.

LO6 Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively.

To be eligible for the award of Honours Degree of Bachelor at FHEQ level 6, students will be able to:

LO1Critically evaluate and integrate key concepts, values and ethics relevant to your work situation and your professional field.

LO2Critically evaluate and use research and evidence based findings in practice to develop approaches to care.

LO3Present complex information, concepts, analysis and argument, clearly and in a variety of formats for different audiences.

LO4Assess, plan, implement and evaluate the quality of care delivered as an on-going and cumulative process and take responsibility for setting or monitoring and evaluating standards for the provision of care within an area of practice.

LO5Demonstrate enhanced skills, knowledge and expertise in your area of practice and the ability to safely develop and take practice forward.

LO6Reflect upon and create opportunities for personal development for yourself and, where appropriate,others in your workplace including the education of colleagues.

LO7Work effectively in a team enabling services users, family members, support workers and interprofessional teams to participate in plans and decisions that affect them.

Curriculum

This programme involves completing two core modules. These are: Approaches to Dementia, and Planning for Practice Change. There are four optionmodules, which depend on whether students want to take a generic dementia studies pathway, taking both People with dementia and their families: communication and inclusion and Practice Project, or if they work in a specialist training role and wish to take education and training option modules, Dementia Training Skills and Approaches and Evidence Based Dementia Training Project (see below). All modules are undertaken at level 6.

Students will be eligible for the award of Honours Degree of Bachelor if they have successfully completed at least 120 credits and achieved the award learning outcomes.

Stage 3 – BSc Dementia Studies

Please note that students on this programme must have completed the first year modules successfully before progressing to the second year modules. It is not possible to study the modules in a different order from that shown in the above table. Students who wish to choose the training option modules must complete both modules Dementia Training Skills and Approaches and Evidence Based Dementia Training Project.

This programme is not accredited or approved by any professional bodies and does not entitle a degree holder to professional registration.

Learning and Teaching Strategy

The course is designed to ensure you meet the required learning objectives through a mix of e-learning tutor and peer discussion groups, practice-based exercises, directed study and video materials.

Module materials we will provideconsist of:

• A Study guide;
• Resources either in pdf format or a web-link to them.
• A study planner for each module to help you to stay on track with completing the module activities.

The Study guide provided for each module contains the central learning materials for the module.

Each Study guide provides:

• An overview explaining the aims of the module;
• The learning outcomes you are expected to achieve;
• A study planner to help you organise your work;
• In-text and on-line exercises;
• Details of assignments;
• Details of readings for the module.

Through its in-text and on-line exercises the Study guide introduces the key concepts, theories and debates associated with the subject of the module.

This table shows in which modules the main learning outcomes are developed and/or assessed:

This table shows the main delivery methods which are used across modules:

Assessment Strategy

The programme will employ a diverse range of assessment methods and approaches that are appropriate for the practice-based nature of the course. The assessment strategy will assess your learning of the theoretical principles of dementia care and the ability to transfer this learning to your practice. Although there is a distinction between the assessment of theory and the assessment of practice, the two processes are reflected upon or evaluated in the assignments. The assessment of practice skills will integrate the indicative content and learning outcomes of specific modules. For those modules incorporating both practical and theoretical assessment elements, both elements of the assessment must be passed in order for you to be awarded credit for the module. Each module will have a formative assessment (assessmentfor your learning), as well as a summative assessment (assessment of your learning).

This table shows the methods of assessments used across different modules:

Assessment Regulations

This Programme conforms to the standard University Assessment Regulations which are available at the link below

However, there is one exception to these regulations as listed below:

The final award for the BSc (Hons) Dementia Studies programme will be calculated on the basis of the stage three modules that have been completed at the University of Bradford as part of the BSc (Hons) Dementia Studies route.

Admission Requirements

The University welcomes applications from all potential students and most important in the decision to offer a place is our assessment of a candidate’s potential to benefit from their studies and of their ability to succeed on this particular programme. Consideration of applications will be based on a combination offormal academic qualifications and other relevant experience.

The minimum entry requirements for the programme are as follows:

This programme is intended for people working in the field of dementia care who can provide evidence of holding a level 5 qualification (NQF) such as a Diploma in Higher Education or NVQ level 4.

To apply for the programme you should have direct contact with people who have dementia and must have access to a practice area where dementia care is provided throughout the full period of your studies, either as part of your regular employment or on a voluntary basis. It is important to be aware that by direct contact we mean sustained, one-to-one interaction with people who have dementia, not merely being in an environment where dementia care or services are provided. You will not be able to complete the coursework assignments without this kind of personal contact with people who have dementia, and it must already be in place when you apply for the course.

Students for whom English is not their first language must have at least IELTS 6.5 with no sub-test lower than 5.5.

You may be asked to complete an Advanced Standing Portfolio to support your application.

Recognition of Prior Learning

If you have prior certificated learning, professional experience, or other learning that may be equivalent to parts of this programme, and can demonstrate that you have already achieved some of the learning outcomes, you may be able to join the programme with advanced standing or qualify for the award of credit in lieu of one or more modules. The University has procedures to evaluate this learning and will provide information and support for making your application for the recognition of your prior learning.

Minor Modification Schedule

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