Critical Appraisal of the Aging Process

Module Description

This module aims to provide a comprehensive analysis of the ageing process, exploring the diverse factors contributing to physical decline as individuals grow older.

Learners will delve into the physiological, psychological, and environmental aspects of ageing, gaining insight into age-related changes and their implications.

Additionally, the module will examine common pathological conditions associated with ageing, equipping learners with the knowledge to recognize, assess, and manage health challenges in elderly populations.

From chronic diseases to neurodegenerative disorders, learners will explore a range of age-related pathologies and the corresponding care and treatment options available.

Furthermore, the module will emphasize the importance of promoting healthy ageing and examine the role of learners in this endeavor.

Through critical reflection and interactive discussions, learners will explore societal attitudes, policies, and practices related to ageing, considering the broader social determinants of health and well-being in older adults.

By fostering a holistic understanding of ageing and encouraging learners to evaluate their own contributions, the module aims to empower learners to advocate for healthy ageing practices and contribute to the provision of quality care for elderly individuals within their communities.

Entry Requirements

Candidates who apply for this course must possess one of the following: 

• a Level 6 degree in a related field; 

 OR  

• a Level 5 diploma or higher diploma and 5 years’ work experience in a supervisory or managerial role. 

Preference is given to applicants having a Level 6 degree in a discipline related elderly care and a minimum of 3 years’ work experience in management within the sector. 

Target Audience

The target group covers, but is not limited to:  

• Care Home Managers and Directors
• Personnel involved in the administration of care to the elderly
• Educators
• Welfare Officers 
• Human Resources and Operations Managers involved in the administration of care for the elderly
• Middle Management (such as. senior care workers etc.)
• Personnel involved in family counselling and counselling of the elderly
• Nurses 
• Medical Doctors
• Allied health professionals, such as physiotherapists, dieticians etc. 

Module / Unit Instructions

The proposed structure comprises a blended approach promoting the building of a community of practice via peer-to-peer learning. The structure uses primarily two dimensions of teaching-learning modes:

1. Face-to-face sessions: 18 hours

2. Online Learning Activities: 12 hours

Face to Face sessions

Face-to-face sessions include lectures, tutorials, discussions, presentations and workshop activities promoting peer-to-peer learning.

Online Learning Activities

Online learning activities incorporate tutorials and asynchronous discussions. These may consist of active interaction, participation and contributions in fora discussions, sharing resources and self-reflection exercises.

Learners also contribute to the building of the community of practice by providing feedback to their peers as critical friends, enhancing the learner’s critical engagement throughout the study period.

The tutor provides continual support during both teaching -learning modes by providing information, readings and tasks relevant to the module in question.

The tutor provides continuous formative feedback as an on-going guidance during the student’s learning experience in preparation for their summative assessment.

How you’ll be assessed

Assessment of each module consists of two assignments, each carrying a weighting as below:

a) One Formative assignment carries 20% of total module mark achieved. b) One Summative assignment carries 80% of total module mark achieved.

For successful completion of a study module the student is required to achieve a minimum of 41% pass mark in both the formative and the summative assignment.

The overall grade achieved for each module is calculated as the sum of: · 20% of the mark achieved for formative assignment; and · 80% of the mark achieved for the summative assignment.

All assignment tasks of both formative and summative assessment aim to provide the learner an opportunity to produce evidence of his/her competences aligned to the learning outcomes of each individual Module.

Assessment

a) Formative assessment tasks are provided in the form of structured online discussions that support learners in their development throughout all of the modules studied.

Such discussions are facilitated and monitored by lecturer who provides students with constructive feedback to help them improve and prepare for summative assignment and dissertation.

For successful completion of a study module the student is required to achieve a minimum of 41% pass mark in the formative assignment.

b) Summative assessment is done via one assignment at the end of each module. The mode of assessment varies and may include in-class assignments, and home-based written assignments.

The recommended assessment tool for this module is an essay title or case studies based on relevant real-life scenarios.

Word count range: 3000 ± 10% For successful completion of a study module the student is required to achieve a minimum of 41% pass mark in summative assignment.

Formative assessment tasks will contribute to the student’s final mark to acknowledge their work and give chance to improve.

This method allows students to also contribute to the building of the community of practice by providing feedback to their peers as critical friends, enhancing the learner’s critical engagement throughout the study period.