Pre Entry Guidance Pack forUniversity of the Highlands and Islands Self Management Modules: • Enabling Self Management: Developing Practice (Masters level, 15 SCOTCAT credits) • Enabling Self Management: Leading Change (Masters level, 15 SCOTCAT credits)
SELF MANAGEMENT MODULES Developed by University of the Highlands and Islands (UHI) in collaboration with Skills for Health, NHS Highland, Local Authority, NHS Education for Scotland and Long Term Conditions Alliance ScotlandBACKGROUNDThe management of people with long term conditions has become a priority forHealth, Local Authority (LA) and Voluntary Sector organisations. This is due to achanging burden of disease nationally. People are living longer with long termconditions, they are more likely to see their General Practitioner, be admitted tohospital and stay in hospital longer than people without long term conditions. Inaddition, they are more likely to require the support of social care, housing and otherlocal authority services and will be more likely to access services and supportprovided by voluntary organisations. The Highlands area has a higher than averageelderly population. It has been estimated that by age of 65 nearly two thirds of peoplehave developed at least one long term condition and by age 75-84 have 2 or morelong term conditions. (Scottish Household Survey, 2005/06)It has been highlighted that the current medical model of health and social care is nolonger sustainable. A more proactive approach is required. “The next twenty yearswill see an ageing population, a continuing shift in the pattern of disease towardslong term conditions and a growing number of older people with multiple conditionsand complex needs. These changes in themselves will make the current model ofhealth care delivery unsustainable” (Kerr Report, 2005)It is recognised that promoting supported self management will enable people livingwith long term conditions to achieve and maintain optimum wellbeing. The ScottishGovernment clearly outlines its vision for self management in the documentsDelivering for Health (2005) and Better Health Better Care Action Plan (2008). TheLong Term Conditions Alliance Scotland (LTCAS) on behalf of the ScottishGovernment published its “Gaun Yersel Self Management Strategy for Long TermConditions in Scotland (2008). This strategy defined self care and self managementas follows:• Self care is what each person does on an everyday basis but which is often compromised in a person living their life with a long term condition.• Self management is the process each person develops to manage their condition.Support for self care and self management is the responsibility not only of health andsocial care providers and unpaid carers, but also of individuals and wider society,including employers and the voluntary sector. “Self management is a concept wherethe person takes ownership and is central. It is a process of becoming empowered tomanage life with long term conditions. It is not an individual action, a specifictreatment or service; neither can it be delivered by a single organisation. Selfmanagement is the successful outcome of the person and all appropriate individualsand services working together to support him or her to deal with the very realimplications of living the rest of their life with one or more long term condition”(LTCAS, 2008, p12).Long term conditions and self management are key priorities within the Better HealthBetter Care Action Plan (2008) and clearly identifies the patients as a partner in theircare.
The Scottish Government’s self management strategy clearly identifies the need forworkforce development and calls for all staff to attend awareness sessions on thevalues and principles of self management but calls for this to be followed up byeducation.The Long Term Conditions Collaborative launched by the Scottish Government asone of its National Improvement projects has self management as one of its 3streams of work to be carried out over the next 3 years. This includes selfmanagement opportunities for people living with long term conditions as well asdeveloping our workforce. The reporting process for that has commenced and assuch we need to be developing our staff by different mediums, such as education,and service development to ensure that service change and culture change beginsacross the organisation.This will require a shift in culture from our current model of service delivery to a moreenabling and empowering service which will ensure that service users are partners intheir care. This change will result in a shared responsibility for care and conditionmanagement from anticipatory care through to self management of chronicconditions.Anticipating and preventing exacerbations of conditions and linking with selfmanagement plans will assist the board in meeting key objectives around caredelivery, in particular preventing hospital admissions and reducing lengths of stay.The Scottish Government has announced its intention to mainstream from 2012-13 aprogramme of inequalities-targeted, high risk primary prevention based on the KeepWell/ Well North model. The programme will offer health checks to those who aremost likely to suffer from inequalities and will focus on cardiovascular disease (CVD).However the risk factors for CVD are shared by a number of chronic conditions, soby targeting CVD the programme also targets many long term conditions(A consultation paper on the mainstreaming of the Keep Well / Well Northprogrammes, May 2010).KEY OBJECTIVES Provide a training and education resource to health and social care professionals to feel confident in promoting and teaching self management techniques to clients (NHS Highland Self management action plan, 2009) Reduction over time in the need to access health and social care services (NHS Highland self management action plan, 2009)REFERENCESScottish Government . (2010). Inequalities Targeted High Risk Primary Prevention:A consultation paper on the mainstreaming of the Keep Well/ Well Northprogrammes. Edinburgh, Health Improvement Strategy Division, ScottishGovernment Health Department.Long Term Conditions Alliance Scotland. (LTCAS, 2008) Gaun Yersel: The SelfManagement Strategy for Long term conditions in Scotland. Edinburgh, ScottishGovernment Health Department.Scottish Executive. (2005). Delivering for Health, Edinburgh, Scottish ExecutiveHealth Department.Scottish Government. (2008). Better Health Better Care Action Plan. Edinburgh.Scottish Government Health Department.
Scottish Executive. (2005). Building a Health Service Fit for the Future: Vol. 2; Aguide for the NHS. (The Kerr Report) Edinburgh, Scottish Executive HealthDepartment.Scottish Government. Scottish Household Survey 2005/06. Available from:http://www.scotland.gov.uk/Topics/Statistics/16002/LA2005-06
THE MODULESUHI in partnership with Skills for Health, NHS Highland, Local Authority, NHS Education forScotland, LTCAS have developed an educational package made up of two Masters levelmodules. This package will support a leadership model for enabling self managementacross Highland by educating social and health care staff with an enhanced role fordevelopment.The two modules focus on Self Management and Leadership. A key component of thecourse will be on delivering and sustaining change within the organisation and its partners.This will ultimately promote more enabling organisations. For NHS staff, this will be linked tothe career framework.The modules will incorporate competencies and these will form the base of a resourceavailable to staff on completion of the course to take back to their local areas as a learningtool. Both modules will be delivered by distance learning with a requirement for only oneface to face session within the first module.The aim is to develop self management champions across Highland. It is hoped that aftercompletion of the module and the assessed practice change that these self managementchampions will continue to raise awareness about self management and to facilitate changewithin their workplace. A network of management champions will be set up to support themin their role. This network will link in to and be supported by, other Long Term Conditionswork currently ongoing in Highland.It is vital staff are supported by their managers to enable them to participate in the twomodules and to take part in actively developing a practice change within their workplace.MODULE 1 ENABLING SELF MANAGEMENT: DEVELOPING PRACTICEThis module takes the student through a thorough exploration of the concept of selfmanagement and the theories and research evidence which underpin this way of managinghealth. The student will have an opportunity to understand the commonalities between selfmanagement, anticipatory care and self care. They will understand the significance ofbehavioural change as the key underpinning theoretical position and intervention base. Aswell as exploring the theoretical nature of health behaviour change students will audit,evaluate and consider the application of a range of self management resources. Integral tothe module is an exploration and practice of the communication and consultation skills whichempower individuals to manage their health effectively. There is a requirement to attend 1face to face session the remainder of the module is delivered online.This module also investigates the consultation and communication skills conducive toempowering clients and developing a partnership approach. The underpinning theories,principles and issues are covered in the online material of this module. In order to enablestudents to practice the skills and techniques in a secure and comfortable environment priorto using these skills with clients, a one day training day is provided. This part of thecourse shares many features with the Health Behaviour Change Courses being delivered byHealth Scotland and Health Promotion Highland NHS Board as well as other Health Boards.If students have taken one of the Health Behaviour Change courses previously or takes oneof the courses available within their own geographical area, then they do not need to attendthe face to face training day. Students are requested to submit their certificates forthe Health Behaviour Change courses they attended at enrolment.
Face to Face, 7 hours; Online activity, approximately 50hrs; Self directed study,approximately 93hrs. (Total 150 hours). A copy of the module descriptors (appendix 1) isincluded in this pack for further information relating to the modules.MODULE 2 ENABLING SELF MANAGEMENT: LEADING CHANGEThis module enables students to become leaders in the cultural shift towards supporting selfmanagement in practice settings. Students will explore and evaluate practice settings usingpreviously gained knowledge from Module 1 on the principles and practices of selfmanagement. They will identify opportunities which can enhance self management supportwith a focus on collaborative approaches between organisations. Students will plan,implement and evaluate their planned changes leaving a legacy of evaluated projects. Thismodule is delivered completely online.Online activity, approximately 60hrs; Self directed study, approximately 90hrs. (Total 150hours). A copy of the module descriptors (appendix 1) is included in this pack for furtherinformation relating to the modules.The Competency FrameworkUnderpinning these modules will be a competency framework. Students will be asked to selfassess against the competencies at the beginning of the first module. They will then beasked to self assess at the end of the second module. It is anticipated that during the twomodules the students will have been able to meet most of these competencies. Thecompetency framework is a stand alone tool that can be utilised more widely acrossorganisations and linked into a Professional Development Plan (PDP) process.
OPERATIONAL REQUIREMENTS Support and endorsement from service and operational managers across organisations to ensure staff are supported to facilitate practice change Agreed study leave support for the one day face to face session Support and endorsement from service and operational managers for staff to take on role of self management champion, this role to be negotiated locally within CHP with operational managers, lead nurses, lead AHP and Local Authority managers Line Managers and lead AHPs/lead nurses/Local authority senior managers will be required to sign a line manager agreement form to indicate the fully support the student to attend the modules and take on the role of self management champion Supported time to take on this role can be agreed locally between line manager, student and lead nurse/AHP/senior Local authority managerAll students and their line managers will receive a copy of this pre guidance pack. This packis designed to support students and their line managers by informing them of theexpectations required of them during the course and in a continuing role once the course iscompleted. The line manager form (appendix 2) and UHI application form (appendix 3 orapply online http://www.apply.uhi.ac.uk/form.html ) will be completed prior to registration forall students on the course. Admission requirements are in Appendix 4 and if any applicant isaiming for admission through the ‘additional admission or credit transfer routes’ they will berequired to undertake and pass an academic piece of work. Without completion of theseforms showing support from their line manager, and the appropriate qualifications toundertake the module, the student will not be able to attend.All completed line manager approval forms and UHI application forms must bereturned to Fiona Skinner, Subject Network Leader Health and Wellbeing,UHI, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH or by firstname.lastname@example.org by 31st July 2011One copy will remain with the line manager, one copy with the student and one with theappropriate senior CHP/LA manager/lead nurse/lead AHP. This is to ensure continuedoperational support for the role of self management champion.
IMPORTANT EVENTS DATESDEADLINE APPLICATION (with 31st July 2011Recommended Prior ExperientialLearning (RPEL) essay if required)AND LINE MANAGER APPROVALFORMS:INDUCTION (see Appendix 5) Friday 2nd September 2011 7pm to 10pm and Saturday 3rd September 2011 9am to 3pm*SEMESTER 1: 12th September 2011 to 16th December 2011One day face to face session tbcSEMESTER 2 30th January 2012 to 18th May 2012 with 2 week break for Easter*if anyone cannot manage this induction please contact Fiona SkinnerFinally, these 2 modules with be awarded a UHI Continuing ProfessionalDevelopment (CPD) certificate and if anyone wishes to continue with theirPostgraduate study, these two modules are option modules of the MA Health andWellbeing (MAHW) and the student may enrol on any of the other modules tocomplete a Post Graduate Certificate, Post graduate Diploma or MA in Health andWellbeing. Please see Appendix 6 for details of the full MAHW programme
Appendix 1 MODULE DESCRIPTOR (AD3)This document provides detailed information on the module named below. It will be updatedas necessary when modifications to the module are approved. Modules are allocated to aSubject Network rather than a programme, and may be accessed by students studying ondifferent programmes.1 SUMMARY MODULE INFORMATIONa Module title Enabling Self management: Developing Practiceb SITS module code UN211946c UHI Subject Network Health and Wellbeingd Exam board MA Health and Wellbeinge SCQF level 11f SCOTCAT credit points 15g Module leaders and contact details Wendy Maltinsky / (email, phone) email@example.com Maggie Clark Maggie.firstname.lastname@example.org Brief description of module This module takes the student through a thorough exploration of the concept of self management and the theories and research evidence which underpin this way of managing health. The student will have an opportunity to understand the commonalities between self management, anticipatory care and self care. They will understand the significance of behavioural change as the key underpinning theoretical position and intervention base. As well as exploring the theoretical nature of health behaviour change students will audit, evaluate and consider the application of a range of self management resources. Integral to the module is an exploration and practice of the communication and consultation skills which empower individuals to manage their health effectively.I Pre-requisites or co-requisites NoneJ Primary mode(s) of delivery and Tick all that apply support x Face-to-face (this must be ticked if there is any FTF delivery) Situated study (ie student must be physically attending at AP or Learning Centre) x Wholly onlinek Assessment Case Study analysis and presentation 70% Video./audio recording of interview 30 %L Key learning resources ICT resources for access to learning material online
m Suitable for access via Learning Yes Centres?n Keywords Health, self management, communication, consultation, health psychology theory,2 MODULE DESCRIPTORA Aims By the end of this module, students will : 1. Have had the opportunity to explore the philosophies, policies, agencies and processes that underpin the self management and anticipatory care agenda. 2. have studied a range of environmental, social and personal factors which explain behaviour and have explored the theoretical basis which underpin self management programmes 3. Had an opportunity to review the available self management resources accessible within their geographical area. 4. Have explored the values, skills and practices which are amenable to settings aiming for a shared responsibility for health.B Intended learning outcomes 1. Critically examine the social, economic and political factors which have led to a notion of mutual health service and how this influences the provision of health and social care. 2. Critically analyse social and individual factors and the theoretical frameworks which explain and predict health behaviour and underpin health management programmes 3. Critically evaluate the features of self management programmes/resource in terms of their capacity to meet client need 4. Analyse communication and consultation theories and models. 5. Implement skills to support the shared practice approach to health management.C Indicative content Self management, anticipatory care and self care are three different yet linked notions that we use to describe the health related behaviour of individuals. They all share similarities in principles, practices and behavioural repertoires. Each of these agendas is underpinned by the principle that the nature of health care needs to ensure that individuals are involved and active in managing their own health. This represents a significant change in the culture and landscape of health and social care provision. As such, health and social care workers and the settings they work in and the practices they employ need to facilitate this change and adapt their practice from a position of providing care to one of partnership of care. This module will focus on the common factors, theories and practices which promote, initiate and sustain health behaviour and which facilitate the ‘shared responsibility’ of health by the individual and practitioner. By focusing on this principle of shared health management which drives the practice of self management and anticipatory care, the currency of the module will be sustained into the future. A unique feature of this module will be the blended approach to mapping of competencies alongside the analysis of the theoretical and research literature which is implicit in facilitating a self management culture. The module is underpinned by the Skills for Health Common Core Principles to support self care. Critically, this module will be informed by the remote and rural agenda. In the initial stages of the programme for example, policies and strategies will be considered against their capacity to be operationalised within a rural and remote geography. Similarly the specific needs of clients who live in these areas will be highlighted throughout the module as will the additional demands that may be placed on the practitioner who works in this environment. Practitioners working in particular settings will have an opportunity to focus on their
study on their area of choice. This is an educational package of material. It will be delivered in sections using a blended learning approach employing: online virtual learning materials and synchronous and asynchronous interactive discussions and a face to face component for the consultation/ communication curriculum delivery.D Mode(s) of delivery and support for teaching and learning Face-to-face 7 hours Video-conference 0 hours Supported online learning 50 hours Self-directed learning 93 hours Total activity 150e Assessment Learning outcomes Assessment type Overall weighting of assessment 1,2,3, Case Study Analysis and Presentation 70% 4, 5 Video/audio recording of consultation with reflective account 30%f Key learning resources Core Text: Newman S., Steed L, Mulligan K. (Eds), (2009) Chronic Physical Illness: Self Management and Behavioural Interventions. OU Press Recommended texts: de Ridder, D. T.D. and de Wit J. B.F. (Eds) (2006). Self-regulation in Health Behavior .John Wiley & Sons Ltd. Glanz K., Rimer B., Viswanath K., Eds (2008) Health Behavior and Health Education. Fourth Edition: Theory, Research and Practice. Jossey Bass Journals: Journal of Health Psychology; Journal of Behavioural Medicine; Health Education Research; Education for Health
g Additional background information This course requires practitioners to have evidence of a face to face component a health behaviour change course. This could be part of the Keep Well programme. Participants who have not been able to undertake this course should be prepared for a one day face to face delivery. Module leader will organise the face to face component with student on enquiry.h Specialist resource requirements Audio or video equipment
MODULE DESCRIPTOR (AD3)This document provides detailed information on the module named below. It will be updatedas necessary when modifications to the module are approved. Modules are allocated to aSubject Network not a programme, and may be accessed by students studying on differentprogrammes.1 SUMMARY MODULE INFORMATIONa Module title Enabling Self Management: Leading changeb SITS module code UN211980c UHI Subject Network Health and Wellbeingd Exam board MA Health and Wellbeinge SCQF level 11f SCOTCAT credit points 15g Module leader and contact details Pamela Cremin (email, phone) Pamela.email@example.com Brief description of module This module enables students to become leaders in the cultural shift towards supporting self management in practice settings. Students will explore and evaluate practice settings using previously gained knowledge from Module 1 on the principles and practices of self management. They will identify opportunities which can enhance self management support with a focus on collaborative approaches between organisations. Students will plan, implement and evaluate their planned changes leaving a legacy of evaluated projects.I Pre-requisites or co-requisites Module 1J Primary mode(s) of delivery and Tick all that apply support Face-to-face √ Video conferencing Situated study (ie student must be physically attending at AP or Learning Centre) √ onlinek AssessmentL Key learning resourcesm Suitable for access via Learning Yes Centres?2 MODULE DESCRIPTORa Aims : by the end of this module, students will : 5. have explored the notion of culture and beliefs within organisations and professional groups and how this may impact on processes of change 6. have explored the rationale, skills, principles and theoretical foundations associated with system change and considered their application in terms of facilitating a shift toward supporting self management 7. Reviewed the benefits, opportunities and challenges associated with working in partnership with other agencies and sectors to achieve the cultural shift towards
the self management agenda 8. Have had an opportunity to explore the skills, issues and approaches to undertaking an evaluation of the self management support of the service. 9. Have evaluated service delivery, identified a specific and focused element to change with the objective of increasing self management support, initiate the change and review the success of that change.b Intended learning outcomes 6. Critically examine theories of change management and leading change 7. Examine partnership approaches to developing self management approach 8. Undertake a service evaluation of the self management support using a critically appraised instrument for evaluation. 9. Plan and implement a short focused change to service delivery designed to enhance self management practice 10. Critically evaluate the short focused change.c Rationale To enhance and develop capacity and capability for strategic change management, through underpinning health policy, the theory of behavioural change management, and the provision of mechanisms. To specifically respond to change including the evaluation of service delivery that achieves system and cultural improvement and service innovation. Indicative content: This course offers participants from the health and social care sector the opportunity to facilitate and evaluate a process of change and improvement which aims to increase capacity to support self management. Students will become part of the implementation of a cultural shift towards the shared responsibility of health management. The practices, skills, styles, attitudes and behaviour which generate this type of health management both from the position of professionals and clients will come under investigation and can become targets for change. Students will emerge from this module with the appropriate knowledge and skills to broker and champion change towards meeting the criteria necessary for achieving a mutuality of health management in the setting. Students will commence study by exploring the theories of change and processes of managing and leading change. They will use previously gained understanding of the principles and practices of self management from module 1 to inform their review. The course will provide both theory and critical evaluation of service evaluation approaches. Students will undertake an evaluation of their service and the extent to which it facilitates and supports self management. Key to this evaluation will be an assessment of the level of partnership that exists between the setting and other practices and organisations. Using a reflective cyclical process such as ‘do-review- apply’, students would plan, implement and review a targeted area for change. The focus of this change would be towards adopting a collaborative approach with other settings/practices/organisations. Specific evaluation techniques – process and outcome evaluation, logic modeling and a range of strategic change management analysis tools such as: Lewin’s Force Field Analysis; SWOT; underpinning ‘do-review-apply’; and SMART objectives; would be used in order that the designated element to change would be optimally implemented and evaluated against set targets.
d Mode(s) of delivery and support for teaching and learning Face-to-face 0 hours Video-conference 0 hours Supported online learning 60 hours Self-directed learning 90 hours Total activity 150e Assessment Learning outcomes Assessment type Overall weighting of assessment 1,2,3,4,5 Proposal of study Report on • service evaluation • strategic objective framework prioritising change • change implementation evaluation 100%f Key learning resources Core Text Robson, C. (2000) Small Scale Evaluation. London: Sage Cameron, E and Green, M. (2004) Making Sense of Change Management: A Complete Guide to the Models, Tools and Techniques of Organisational Change. London: Kogan Page. Recommended own reading Ronson, C. (2002). Real World Research: A Resource for Social Scientists and Practitioner-Researchers. 2nd ed. Maiden, MA: Blackwell Publishersg Additional background information See attached Additional Reading Listh Specialist resource requirements Computer Library access
Appendix 2 Self Management Champions Line Manager AgreementI agree to being supported to complete the 2self management master modules delivered by UHI.I also agree to the above being supported by myself as their line manager andtheir team to enable them to take on the role of a self management championwithin their workplace. This role will involve taking a leadership role andsupporting practice change on self management within their local areaLine Manager’s SignatureDateApplicant’s SignatureDateLead nurse/AHP/LA Manager SignatureDateThis is a working agreement between the NHS/LA/UHI and the staffmemberPlease retain a copy in students file, 1 copy to student, 1 copy returned tolead nurse/AHP/senior LA manager (Christine MacFarlane Slack / AnneAusten)Please complete and return to:Fiona SkinnerSubject Network Leader Health and WellbeingUHICENTRE for HEALTH SCIENCEOld Perth RoadInvernessIV2 3JHfiona.skinner@.uhi.ac.uk
Appendix 3UHI APPLICATION FORMClick here http://www.apply.uhi.ac.uk/form.html to apply online or see attached PDFto print off, complete and return to Fiona Skinner, Subject Network Leader Healthand Wellbeing, UHI, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH
Appendix 4MA HEALTH & WELLBEING ADMISSION REQUIREMENTSStandard Admission RouteThe standard admission to the in MA Health & Wellbeing is the possession of anhonours degree normally at level 2.1 and not less than level 2.2 of a recognised UKdegree-awarding body or postgraduate diploma award or a professional qualificationrecognised as being equivalent to an honours degree. Other qualifications and/orexperience which demonstrates that an applicant possesses appropriate knowledgeand skills at honours degree standard may be acceptable and therefore recognitionof prior learning (RPL) and/or accreditation of prior certificated learning may beclaimed (APCL).Additional Admission or Credit Transfer Admission RoutesAdmission to the MA in Health & Wellbeing may also be open to the holders of thefollowing:• those with an honours degree at level below 2.2• those with an ordinary degree in a relevant subject area• those with a DipHE or equivalent award• those with other professional qualifications that are accepted as being of equivalent status in an appropriate area or discipline.Applicants aiming for admission to the MA in Health & Wellbeing through theadditional admission or credit transfer routes shown above will undertake and pass(over 40%) an academic piece of work (see details of Admission essay below):Admission EssayTitle:Critically discuss what effect(s) the internet has on healthcare today?Word Count:500 wordsPresentation: • Work should be word processed using Arial font size 12 and double line spacing • Direct quotations should be in italics and indented into the body of the text of the essay and referenced correctly • Work should be paginated • Work must be referenced using Harvard style of referencingDeadline: 31/7/11Submission Details:Please email the essay as a word (.doc or .docx) attachment firstname.lastname@example.org
Appendix 5 MA Health & Wellbeing Induction 2011-12 DRAFT Induction Programme Outline at University of the Highlands and Islands Inverness CollegeStudents attending this event will be Also in attendance will be the programme leaderundertaking the following programmes: • MMSc in Leadership & Management • TTara Morrison (Group 1) • FFiona Williams • PPG Cert in Enterprise and eMarketing • RRussell Stuart (Group 1) • MMSc Infection Control (Group 2) • RRachel Tearse • MMSc Medical Device Decontamination (Group 2) • MMA Health and Wellbeing (Group 2)Friday 2nd September 2011TIME EVENT VENUE IN ATTENDANCE17.30 – Welcomeand Learning Resource Everyone17.45 introduction Centre17.45 – Buffet Foyer area of the Everyone18.30 Learning Resource Centre18.30 – Overview 2 rooms (?)to be Everyone19.00 allocated in the LRC19.00 – Ice breakers 2 rooms (?)to be Everyone19.45 allocated in the LRC19.45 - Overview of 2 rooms to be allocated Everyone20.30 programmes in the LRCSaturday 3rd September 2011TIME EVENT VENUE STAFF / STUDENTS09.15 – Question and answer 2 rooms to be Everyone10.30 session allocated in the Learning Resource Centre10.30 – Tea and coffee Foyer area of the Everyone11.00 Learning Resource Centre11.00 – UHI library Resources Learning Resource Carol Hart,11.45 Centre Inverness College UHI Elizabeth McHugh, UHI Group 1 students11.00 - Staff Virtual Learning Learning Resource Russell Stuart11.45 Environment Centre Rachel Tearse demonstration Group 2 students11.45 – UHI library Resources Learning Resource Carol Hart,12.30 Centre Inverness College UHI
Elizabeth McHugh, UHI Group 2 students11.45 – Staff Virtual Learning Learning Resource Tara Morrison12.30 Environment Centre Fiona Williams demonstration Group 1 students12.30 – Lunch Foyer area of the Everyone13.30 Learning Resource Centre13.30 – Student Virtual Learning Resource Everyone14.30 Learning practice Centre14.30 – Dissertation workshop G20 Colleen Maclean15.0015.00 – University of the G20 Nathan Shields15.30 Highlands and Islands (President) OR Student Association Chris Talbot (Vice- chair)15.30 – Postgraduate skills G20 Tara Morrison16.1516.15 – Question and answer G20 Everyone16.45 session
Appendix 6MA HEALTH AND WELL BEING PROGRAMMEPost Graduate CertificatePolicy into Practice - core in semester 1 & 2Individual & Social Influences on Health - core semester 2One option in semester 1 from the list below:• Enabling Self Management: Developing Practice (UN211946)• Child & Adolescent Mental Health (UL311940)• Epidemiology (UC111929)• Understanding Contemporary Leadership & Management (UN211950)• Mentoring (UX311985)Post Graduate DiplomaPGCert plus:Developing Research Capability - core in semester 1Challenges & Practice Solutions - core in semester 1Risk, Ethics & Governance - core in semester 2One option in semester 2 from the list below:• Enabling Self Management: Leading Change (UN211980)• Change & Innovation Management (UN211951)• Developing Communities (UL711911)• Diabetes (UL311934)• Disability & Society (UL310803)• Informatics in Health & Social Care (UG411937)• Leading & Managing Remotely (UN211954)• Managing Individuals, Teams & Relationships (UN211953)MastersPGDip plus:Dissertation