AC6776 - Promoting Sexual Health in Healthcare Practice

What will I learn on this module?

On this module you will develop an increased ability to assess and manage patients with a wide range of sexual health requirements across the age spectrum across a variety of health care settings. It is expected that this module will give you the knowledge to assess and manage the patient’s ability and appropriateness to receive preventative health interventions in accordance with local and national policy drivers. Summative assessment will include the achievement of clinical competencies, which have been benchmarked at a national level, a reflective academic assignment and a schedule of short answer and scenario-based questions. This module aims to develop practitioners to undertake preventative and management interventions within contemporary sexual health nursing. The module will facilitate you to identify when patients require referral into specialist sexual health services for the management of complex presentations, sexual violence and/or psychological issues Students will be able to demonstrate the knowledge and skills required to assess, and respond appropriately to health need, whilst working independently and within legal, ethical and professional guidelines. You will have the opportunity to complete the national cervical screening training during this module if you have not previously completed this core skill.

How will I learn on this module?

This module applies Universal Design for Learning (UDL) principles to remove barriers to learning and create an inclusive, flexible experience that accommodates diverse learning styles. By offering multiple ways to engage with content, varied formats for accessing and understanding material, and ample opportunities for diverse action and expression, you can develop and showcase key employability skills. Through a blend of online resources, and live seminars, the module ensures an active, authentic learning journey that supports your success in real-world contexts (La, Dyjur, & Bair, 2018). This means learning will be via a blended delivery using a combination asynchronous (100 hours of web-based resources) and synchronous (24 hours of face-to-face online seminars) learning. A ‘flipped classroom’ approach (Bergman & Sams, 2012), promotes the front loading of theoretical content as preparatory independent study provided via online supported learning (OSL) and reading, prior to the face-to-face online seminars where your understanding of concepts and application of theory will be explored. This approach to module delivery promotes active learning as it works to accommodate your learning needs and abilities by offering flexibility and direction gained from the preparatory web-based materials which are then explored and applied during the live online seminars creating new knowledge. Offering multiple ways of learning helps you to engage along with giving you the opportunity to express your learning through action and/or expression. This encourages a positive learning environment where you are likely to feel more engaged and motivated in your learning. Authentic assessment means that any assessments throughout the module will mirror real life activities that you will be faced with in your professional practice. Authentic assessment will be an on-going key feature of the module, via tasks within the web-based materials and online simulated practice learning. These will not only support your learning of the theory related to professional practice but will also support assessment literacy through developing your skills and knowledge of the assessment process. All assessments within the programme will be operated in accordance with standard operating procedures and marked and moderated in accordance with the Assessment Regulations for Taught Awards (ARTA) ensuring the academic standards required for student awards are met.

Bergman, J., & Sams, A. (2012) Flip your classroom. Reach every student in every class every day. Washington D.C., International Science of Technology in Education.
La, H., Dyjur, P., & Bair, H. (2018). Universal design for learning in higher education. Taylor Institute for Teaching and Learning. Calgary University of Calgary

How will I be supported academically on this module?

You will be supported by the module lead who will guide your academic learning and assessment throughout the module. The module lead was involved in developing the e-learning materials, assessment exercises, and will provide some of your live online seminars, and feedback, supported by other staff. This module is supported by Blackboard Ultra and adheres to the university’s minimum standards. The site includes module information, assessment information, power-point presentations and e-learning packages, reading lists and relevant web links. Blackboard Collaborate will be used for the delivery of the live online seminars.

A discussion board is available to the cohort, through which students can post comments and ask questions of their peers throughout the duration of the module. You will have a live online group tutorial will help you prepare for the summative assessment. Your Programme Lead and Personal Tutor are also available to offer guidance on academic support throughout the programme.

The University Libraries offer an extensive collection of material, both hard copy and electronic, access to international databases and training in information retrieval. A variety of study-skills-related help sheets, and online videos can be found on the library Skills Plus site. You can also access a range of student support and wellbeing services via Student Central or by accessing the student support and wellbeing pages and Ask4Help via your electronic student portal.

You will also have an allocated personal/guidance teacher who will provide advice and support in relation to academic, procedural, and (where desired and appropriate) personal matters during the programme of study you have enrolled on. You will have access to 24/7 generic IT support and specific support from the programme team with any specific IT issues related to the e-learning package.

What will I be expected to read on this module?

All modules at Northumbria include a range of reading materials that students are expected to engage with. The reading list for this module can be found at: http://readinglists.northumbria.ac.uk
(Reading List service online guide for academic staff this containing contact details for the Reading List team – http://library.northumbria.ac.uk/readinglists)

What will I be expected to achieve?

Knowledge & Understanding:
1. You will have identified the health needs of their service users, public health priorities and service provision
2. You will have critically analysed outcomes from quality performance indicators and identify opportunities for service development

Intellectual / Professional skills & abilities:
3. You will have demonstrated clinical competence in meeting diverse sexual health needs, working within local and national governance frameworks
4. You will have planned interventions to facilitate holistic care provision, including addressing risk taking behaviours

Personal Values Attributes (Global / Cultural awareness, Ethics, Curiosity) (PVA):
5. You will have appraised the ethical, legal, and professional implications that influence the sexual health care agenda

How will I be assessed?

Formative assessments
Formative assessment will take the form of in-class seminar discussion, and tutorial support (MLO 1,2,3,4, 5)

E-Learning scenarios and short answer questions staged throughout the module will assess your level of clinical understanding and practice application. These scenarios and short answers must include academic references where appropriate and written using academic writing guidance. Feedback will be via the eLP Blackboard Ultra assignment submission folders (MLO 1,3,4,5)

Summative assessment on this module will be via the following:
Development of a portfolio of evidence that includes:

Completion of short answer question embedded in the E-Learning sections throughout the module duration (2000 words) (MLO 1,3,4,5)

Analysis of a complex case scenario provided 8 weeks prior to the submission date. You are expected to analyse this scenario and develop a 1500 word presentation that discusses the patient management options and make recommendations for practice utilising contemporary evidence bases
Feedback will be received via ‘my grade-centre’ on Blackboard Ultra (MLO 1,2,4,5)

Pre-requisite(s)

N/A

Co-requisite(s)

N/A

Module abstract

This module aims to develop you to undertake preventative interventions and manage physical and psychological sexual health presentations within contemporary health service delivery, preventing disease and long-term health issues due to infection, and physical/psychological sexual trauma. You will be able to demonstrate the knowledge and skills required to assess, and respond appropriately to health need, whilst working independently and within legal, ethical, and professional guidelines. Academic assessment is via the presentation discussing the management of a provided complex case scenario including your recommendations for your practice based on the current evidence, and a series of short answer and scenario-based questions