Critical Appraisal of the Aging Process

MQF Level 7

6 Credits (ECTS)

Critical Appraisal of the Aging Process

October 2024
Module Type
ECTS Credits
6 Credits (ECTS)
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€543 refund on this module

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; 


  • 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.


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.


Module Intake Dates

October 2024

Additional Info

Reading for the entire Master of Science (M.Sc.) in Elderly Care Management as presented in this brochure costs €8,775.*  

Upon successfully completing the course, you will be able to get 70% of the course fees back through the Get Qualified scheme.**  

Due to the modular structure of the course, you may also opt to take individual modules as stand-alone. The entry requirements still apply.***  

*Prices are applicable to students who reside in Malta at the time of applying. 

**Terms and conditions apply.  

*** For the price of individual modules, please contact the IDEA Academy team.  

Learning Outcomes


At the end of the module/unit the learner will have acquired the responsibility and autonomy to:

  • Critically analyse physical changes associated with ageing body systems in context of biological theories of ageing.
  • Critically analyse factors that contribute to the physical decline and recommend preventive measures that promote physical well-being.
  • Critically evaluate pathological conditions associated with ageing and recommend potential treatment available to help with pathological conditions.
  • Critically analyse and evaluate own role in promoting healthy ageing.


At the end of the module/unit the learner will have been exposed to the following:

Introduction to Aging Process

  • What is ageing
  • Major aspects of the process
  • Issues related to ageing process: dependence, movement, self- image, care needs

Attitudes towards ageing and the elders in relation to the various changes

  • Mobility
  • Skin
  • Memory
  • Body shape
  • Hearing and Vision
  • Immunity and other ailments affecting the ageing individual.

Major theories of human growth and development

  • Erik Erikson theories of emotional development
  • Jean Piaget developed theories of cognitive development
  • Lawrence Kohlberg theories of moral development

Factors affecting life changes and losses associated with ageing

  • Factors promoting and preventing adjustment to life changes.
  • The role of professional care giver in helping the older person and family to adjust to life changes
  • Mental health issues

Gerontology and geriatrics studies

  • Research on aging
  • Surveys and research on the needs of the ageing population and implementation of findings to better the services provided to this category of citizens.

Opportunities for growth and learning in old age

  • Coping with the changes – organs, senses, body, muscles, activities.
  • Aging Communities Initiatives


At the end of the module/unit the learner will have acquired the following skills:

  • Develop innovative programmes for older people.
  • Develop collaborative working partnerships with other key services and resources to support older persons.
  • Critically analyse ways how others may help the older person to adjust to life changes.
  • Be able to discuss mental health issues associated with the older persons.
  • Critically analyse and recommend opportunities for growth and learning in old age.

Judgment Skills and Critical Abilities:

The learner will be able to:

  • Explore own role as leader advocating well-being of elders.

Module-Specific Communication Skills:

The learner will be able to:

  • Communicates ideas, problems, and solutions to both specialist and non-specialist audiences using a range of techniques involving qualitative and quantitative information to sustain arguments.

Module-Specific Learner Skills:

The learner will be able to:

  • Undertake independent and self-directed study through researched literature reviews.

Module-Specific Digital Skills and Competences:

The learner will be able to:

  • Navigate through the online learning platform to find assignments, discussion boards, literature, tutorials etc.
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