The document provides information about two Masters level modules on self management offered by the University of the Highlands and Islands (UHI) in collaboration with several health organizations. Module 1 focuses on developing an understanding of self management theories and practicing communication skills to empower individuals. It involves online learning and one face-to-face session. Module 2 focuses on leading organizational change to support self management. It is completed entirely online. Both aim to develop "self management champions" to facilitate culture change within their organizations and support long-term conditions management.

1. Pre Entry Guidance Pack for
University 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)

3. 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 Scotland
BACKGROUND
The management of people with long term conditions has become a priority for
Health, Local Authority (LA) and Voluntary Sector organisations. This is due to a
changing burden of disease nationally. People are living longer with long term
conditions, they are more likely to see their General Practitioner, be admitted to
hospital and stay in hospital longer than people without long term conditions. In
addition, they are more likely to require the support of social care, housing and other
local authority services and will be more likely to access services and support
provided by voluntary organisations. The Highlands area has a higher than average
elderly population. It has been estimated that by age of 65 nearly two thirds of people
have developed at least one long term condition and by age 75-84 have 2 or more
long term conditions. (Scottish Household Survey, 2005/06)
It has been highlighted that the current medical model of health and social care is no
longer sustainable. A more proactive approach is required. “The next twenty years
will see an ageing population, a continuing shift in the pattern of disease towards
long term conditions and a growing number of older people with multiple conditions
and complex needs. These changes in themselves will make the current model of
health care delivery unsustainable” (Kerr Report, 2005)
It is recognised that promoting supported self management will enable people living
with long term conditions to achieve and maintain optimum wellbeing. The Scottish
Government clearly outlines its vision for self management in the documents
Delivering for Health (2005) and Better Health Better Care Action Plan (2008). The
Long Term Conditions Alliance Scotland (LTCAS) on behalf of the Scottish
Government published its “Gaun Yersel Self Management Strategy for Long Term
Conditions in Scotland (2008). This strategy defined self care and self management
as 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 and
social care providers and unpaid carers, but also of individuals and wider society,
including employers and the voluntary sector. “Self management is a concept where
the person takes ownership and is central. It is a process of becoming empowered to
manage life with long term conditions. It is not an individual action, a specific
treatment or service; neither can it be delivered by a single organisation. Self
management is the successful outcome of the person and all appropriate individuals
and services working together to support him or her to deal with the very real
implications 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 Health
Better Care Action Plan (2008) and clearly identifies the patients as a partner in their
care.

4. The Scottish Government’s self management strategy clearly identifies the need for
workforce development and calls for all staff to attend awareness sessions on the
values and principles of self management but calls for this to be followed up by
education.
The Long Term Conditions Collaborative launched by the Scottish Government as
one of its National Improvement projects has self management as one of its 3
streams of work to be carried out over the next 3 years. This includes self
management opportunities for people living with long term conditions as well as
developing our workforce. The reporting process for that has commenced and as
such we need to be developing our staff by different mediums, such as education,
and service development to ensure that service change and culture change begins
across the organisation.
This will require a shift in culture from our current model of service delivery to a more
enabling and empowering service which will ensure that service users are partners in
their care. This change will result in a shared responsibility for care and condition
management from anticipatory care through to self management of chronic
conditions.
Anticipating and preventing exacerbations of conditions and linking with self
management plans will assist the board in meeting key objectives around care
delivery, in particular preventing hospital admissions and reducing lengths of stay.
The Scottish Government has announced its intention to mainstream from 2012-13 a
programme of inequalities-targeted, high risk primary prevention based on the Keep
Well/ Well North model. The programme will offer health checks to those who are
most 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, so
by targeting CVD the programme also targets many long term conditions
(A consultation paper on the mainstreaming of the Keep Well / Well North
programmes, 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)
REFERENCES
Scottish Government . (2010). Inequalities Targeted High Risk Primary Prevention:
A consultation paper on the mainstreaming of the Keep Well/ Well North
programmes. Edinburgh, Health Improvement Strategy Division, Scottish
Government Health Department.
Long Term Conditions Alliance Scotland. (LTCAS, 2008) Gaun Yersel: The Self
Management Strategy for Long term conditions in Scotland. Edinburgh, Scottish
Government Health Department.
Scottish Executive. (2005). Delivering for Health, Edinburgh, Scottish Executive
Health Department.
Scottish Government. (2008). Better Health Better Care Action Plan. Edinburgh.
Scottish Government Health Department.

5. Scottish Executive. (2005). Building a Health Service Fit for the Future: Vol. 2; A
guide for the NHS. (The Kerr Report) Edinburgh, Scottish Executive Health
Department.
Scottish Government. Scottish Household Survey 2005/06. Available from:
http://www.scotland.gov.uk/Topics/Statistics/16002/LA2005-06

6. THE MODULES
UHI in partnership with Skills for Health, NHS Highland, Local Authority, NHS Education for
Scotland, LTCAS have developed an educational package made up of two Masters level
modules. This package will support a leadership model for enabling self management
across Highland by educating social and health care staff with an enhanced role for
development.
The two modules focus on Self Management and Leadership. A key component of the
course 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 to
the career framework.
The modules will incorporate competencies and these will form the base of a resource
available to staff on completion of the course to take back to their local areas as a learning
tool. Both modules will be delivered by distance learning with a requirement for only one
face to face session within the first module.
The aim is to develop self management champions across Highland. It is hoped that after
completion of the module and the assessed practice change that these self management
champions will continue to raise awareness about self management and to facilitate change
within their workplace. A network of management champions will be set up to support them
in their role. This network will link in to and be supported by, other Long Term Conditions
work currently ongoing in Highland.
It is vital staff are supported by their managers to enable them to participate in the two
modules and to take part in actively developing a practice change within their workplace.
MODULE 1 ENABLING SELF MANAGEMENT: DEVELOPING PRACTICE
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. There is a requirement to attend 1
face to face session the remainder of the module is delivered online.
This module also investigates the consultation and communication skills conducive to
empowering clients and developing a partnership approach. The underpinning theories,
principles and issues are covered in the online material of this module. In order to enable
students to practice the skills and techniques in a secure and comfortable environment prior
to using these skills with clients, a one day training day is provided. This part of the
course shares many features with the Health Behaviour Change Courses being delivered by
Health 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 one
of the courses available within their own geographical area, then they do not need to attend
the face to face training day. Students are requested to submit their certificates for
the Health Behaviour Change courses they attended at enrolment.

7. 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) is
included in this pack for further information relating to the modules.
MODULE 2 ENABLING SELF MANAGEMENT: LEADING CHANGE
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. This
module is delivered completely online.
Online activity, approximately 60hrs; Self directed study, approximately 90hrs. (Total 150
hours). A copy of the module descriptors (appendix 1) is included in this pack for further
information relating to the modules.
The Competency Framework
Underpinning these modules will be a competency framework. Students will be asked to self
assess against the competencies at the beginning of the first module. They will then be
asked to self assess at the end of the second module. It is anticipated that during the two
modules the students will have been able to meet most of these competencies. The
competency framework is a stand alone tool that can be utilised more widely across
organisations and linked into a Professional Development Plan (PDP) process.

8. 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 manager
All students and their line managers will receive a copy of this pre guidance pack. This pack
is designed to support students and their line managers by informing them of the
expectations required of them during the course and in a continuing role once the course is
completed. The line manager form (appendix 2) and UHI application form (appendix 3 or
apply online http://www.apply.uhi.ac.uk/form.html ) will be completed prior to registration for
all students on the course. Admission requirements are in Appendix 4 and if any applicant is
aiming for admission through the ‘additional admission or credit transfer routes’ they will be
required to undertake and pass an academic piece of work. Without completion of these
forms showing support from their line manager, and the appropriate qualifications to
undertake the module, the student will not be able to attend.
All completed line manager approval forms and UHI application forms must be
returned to Fiona Skinner, Subject Network Leader Health and Wellbeing,
UHI, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH or by emailing
fiona.skinner@uhi.ac.uk by 31st July 2011
One copy will remain with the line manager, one copy with the student and one with the
appropriate senior CHP/LA manager/lead nurse/lead AHP. This is to ensure continued
operational support for the role of self management champion.

9. IMPORTANT EVENTS DATES
DEADLINE APPLICATION (with 31st July 2011
Recommended Prior Experiential
Learning (RPEL) essay if required)
AND LINE MANAGER APPROVAL
FORMS:
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
2011
One day face to face session tbc
SEMESTER 2 30th January 2012 to 18th May 2012
with 2 week break for Easter
*if anyone cannot manage this induction please contact Fiona Skinner
Finally, these 2 modules with be awarded a UHI Continuing Professional
Development (CPD) certificate and if anyone wishes to continue with their
Postgraduate study, these two modules are option modules of the MA Health and
Wellbeing (MAHW) and the student may enrol on any of the other modules to
complete a Post Graduate Certificate, Post graduate Diploma or MA in Health and
Wellbeing. Please see Appendix 6 for details of the full MAHW programme

10. Appendix 1
MODULE DESCRIPTOR (AD3)
This document provides detailed information on the module named below. It will be updated
as necessary when modifications to the module are approved. Modules are allocated to a
Subject Network rather than a programme, and may be accessed by students studying on
different programmes.
1 SUMMARY MODULE
INFORMATION
a Module title Enabling Self management: Developing
Practice
b SITS module code UN211946
c UHI Subject Network Health and Wellbeing
d Exam board MA Health and Wellbeing
e SCQF level 11
f SCOTCAT credit points 15
g Module leaders and contact details Wendy Maltinsky /
(email, phone) wendy.maltinsky@inverness.uhi.ac.uk
Maggie Clark Maggie.clark2@nhs.net
h 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 None
J 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 online
k 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

11. m Suitable for access via Learning Yes
Centres?
n Keywords Health, self management,
communication, consultation, health
psychology theory,
2 MODULE DESCRIPTOR
A 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

12. 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 150
e 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

13. 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

14. MODULE DESCRIPTOR (AD3)
This document provides detailed information on the module named below. It will be updated
as necessary when modifications to the module are approved. Modules are allocated to a
Subject Network not a programme, and may be accessed by students studying on different
programmes.
1 SUMMARY MODULE
INFORMATION
a Module title Enabling Self Management: Leading change
b SITS module code UN211980
c UHI Subject Network Health and Wellbeing
d Exam board MA Health and Wellbeing
e SCQF level 11
f SCOTCAT credit points 15
g Module leader and contact details Pamela Cremin
(email, phone) Pamela.cremin@inverness.uhi.ac.uk
h 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 1
J 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)
 √ online
k Assessment
L Key learning resources
m Suitable for access via Learning Yes
Centres?
2 MODULE DESCRIPTOR
a 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

15. 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.

16. 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 150
e 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 Publishers
g Additional background information
See attached Additional Reading List
h Specialist resource requirements
Computer
Library access

18. Appendix 2
Self Management Champions
Line Manager Agreement
I agree to being supported to complete the 2
self management master modules delivered by UHI.
I also agree to the above being supported by myself as their line manager and
their team to enable them to take on the role of a self management champion
within their workplace. This role will involve taking a leadership role and
supporting practice change on self management within their local area
Line Manager’s Signature
Date
Applicant’s Signature
Date
Lead nurse/AHP/LA Manager Signature
Date
This is a working agreement between the NHS/LA/UHI and the staff
member
Please retain a copy in students file, 1 copy to student, 1 copy returned to
lead nurse/AHP/senior LA manager (Christine MacFarlane Slack / Anne
Austen)
Please complete and return to:
Fiona Skinner
Subject Network Leader Health and Wellbeing
UHI
CENTRE for HEALTH SCIENCE
Old Perth Road
Inverness
IV2 3JH
fiona.skinner@.uhi.ac.uk

19. Appendix 3
UHI APPLICATION FORM
Click here http://www.apply.uhi.ac.uk/form.html to apply online or see attached PDF
to print off, complete and return to Fiona Skinner, Subject Network Leader Health
and Wellbeing, UHI, Centre for Health Science, Old Perth Road, Inverness, IV2 3JH

20. Appendix 4
MA HEALTH & WELLBEING ADMISSION REQUIREMENTS
Standard Admission Route
The standard admission to the in MA Health & Wellbeing is the possession of an
honours degree normally at level 2.1 and not less than level 2.2 of a recognised UK
degree-awarding body or postgraduate diploma award or a professional qualification
recognised as being equivalent to an honours degree. Other qualifications and/or
experience which demonstrates that an applicant possesses appropriate knowledge
and skills at honours degree standard may be acceptable and therefore recognition
of prior learning (RPL) and/or accreditation of prior certificated learning may be
claimed (APCL).
Additional Admission or Credit Transfer Admission Routes
Admission to the MA in Health & Wellbeing may also be open to the holders of the
following:
• 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 the
additional 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 Essay
Title:
Critically discuss what effect(s) the internet has on healthcare today?
Word Count:
500 words
Presentation:
• 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 referencing
Deadline: 31/7/11
Submission Details:
Please email the essay as a word (.doc or .docx) attachment to
fiona.skinner@uhi.ac.uk

21. Appendix 5
MA Health & Wellbeing Induction 2011-12
DRAFT Induction Programme Outline at
University of the Highlands and Islands Inverness College
Students attending this event will be Also in attendance will be the programme leader
undertaking 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 2011
TIME EVENT VENUE IN ATTENDANCE
17.30 – Welcomeand Learning Resource Everyone
17.45 introduction Centre
17.45 – Buffet Foyer area of the Everyone
18.30 Learning Resource
Centre
18.30 – Overview 2 rooms (?)to be Everyone
19.00 allocated in the LRC
19.00 – Ice breakers 2 rooms (?)to be Everyone
19.45 allocated in the LRC
19.45 - Overview of 2 rooms to be allocated Everyone
20.30 programmes in the LRC
Saturday 3rd September 2011
TIME EVENT VENUE STAFF /
STUDENTS
09.15 – Question and answer 2 rooms to be Everyone
10.30 session allocated in the
Learning Resource
Centre
10.30 – Tea and coffee Foyer area of the Everyone
11.00 Learning Resource
Centre
11.00 – UHI library Resources Learning Resource Carol Hart,
11.45 Centre Inverness College
UHI
Elizabeth McHugh,
UHI
Group 1 students
11.00 - Staff Virtual Learning Learning Resource Russell Stuart
11.45 Environment Centre Rachel Tearse
demonstration Group 2 students
11.45 – UHI library Resources Learning Resource Carol Hart,
12.30 Centre Inverness College
UHI

22. Elizabeth McHugh,
UHI
Group 2 students
11.45 – Staff Virtual Learning Learning Resource Tara Morrison
12.30 Environment Centre Fiona Williams
demonstration Group 1 students
12.30 – Lunch Foyer area of the Everyone
13.30 Learning Resource
Centre
13.30 – Student Virtual Learning Resource Everyone
14.30 Learning practice Centre
14.30 – Dissertation workshop G20 Colleen Maclean
15.00
15.00 – University of the G20 Nathan Shields
15.30 Highlands and Islands (President) OR
Student Association Chris Talbot (Vice-
chair)
15.30 – Postgraduate skills G20 Tara Morrison
16.15
16.15 – Question and answer G20 Everyone
16.45 session

23. Appendix 6
MA HEALTH AND WELL BEING PROGRAMME
Post Graduate Certificate
Policy into Practice - core in semester 1 & 2
Individual & Social Influences on Health - core semester 2
One 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 Diploma
PGCert plus:
Developing Research Capability - core in semester 1
Challenges & Practice Solutions - core in semester 1
Risk, Ethics & Governance - core in semester 2
One 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)
Masters
PGDip plus:
Dissertation