MEDI6109 Psychosocial Aspects of Diabetes (through the ages)
Diabetes self-management is demanding and relentless, irrespective of whether a person has type 1 or type 2 diabetes. Whilst essentially different diseases, both demand daily self-management and are associated with long-term complications if optimal glycaemic control is not achieved. The psychosocial aspects of diabetes must be considered alongside biomedical outcomes in order to maintain optimal diabetes control, psychosocial functioning and quality of life. This module will provide you with an understanding of the complexities of the psychosocial aspects of diabetes throughout the lifespan and the challenges they pose. You will gain knowledge of specific factors that impact self-management of diabetes and health-related quality of life (HRQoL) and will be able to apply this knowledge in your own practice to help people with diabetes in a more holistic and person-centred way.
Aims and Objectives
To enable students to critically explore and analyse the key theoretical and clinical issues in the psychosocial management of people with diabetes throughout the lifespan.
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Evaluate knowledge and understanding of psychosocial impact of living with a serious condition such as diabetes on health related quality of life
- Examine and contextualise maladaptive responses by people with diabetes and outline their potential impact on diabetes self management
- Critically appraise existing theory-based psycho-educational interventions and evaluate their potential usefulness in the management of diabetes
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- Design evidence based strategies for responding to challenges to effective working with people with diabetes e.g. impact of discrimination or depression, age, cultural differences
1. Impact of a diagnosis of diabetes 2. How people adapt to life with a chronic illness 3. How families adapt to life with a chronic illness 4. Helping people with diabetes to learn in clinic and beyond 5. Approaches to the management of maladaptive responses 6. Introduction to depression 7. The impact of ethnicity, culture and religion 8. Dealing with discrimination
There are no special features for this module
Learning and Teaching
Teaching and learning methods
Teaching and learning strategies will include: formal lectures, workshops, and practice based learning. The emphasis will be on student centered learning in which you will be supported by a wide range of resources. Staff, tutors and colleagues will support your professional learning
|Total study time||250|
Resources & Reading list
Kovacs Burns K, Nicolucci A, Holt RIG, et al. (2013). Diabetes Attitudes, Wishes and Needs second study (DAWN2): Cross-national benchmarking indicators for family members living with people with diabetes. Diabet Med. ,30 , pp. 778-788.
Barnard, KD. and Lloyd, CE. (Editors) (2012). Psychology and Diabetes Care: A Practical Guide.
Emotional and Psychological Support and Care in Diabetes: Report from the emotional and psychological support working group of NHS Diabetes and Diabetes UK.
Channon S, Hambly H, Robling M, Bennert K, Gregory JW and the DEPICTED Study Team (2010). Meeting the psychosocial needs of children with diabetes within routine clinical practice.. Diabetic Medicine. ,27 , pp. 209-211.
Peyrot M, Burns KK, Davies M, et al (2013). Diabetes Attitudes Wishes and Needs 2 (DAWN2): a multinational, multi-stakeholder study of psychosocial issues in diabetes and person-centred diabetes care. Diabetes Res Clin Pract. ,99 , pp. 174-184.
Barnard KD, Peyrot M, Holt RIG. (2012). Psychosocial support for people with diabetes: past, present and future. Diabet Med. ,29 , pp. 358-1360.
2 assessments- both summative. The pass mark for written presentations is 50%. Compensation is allowed between assignments and marks can be carried forward to the final mark if the qualifying mark of 40% is reached.
|Case study report (1500 words)||40%|
|Written assignment (2500 words)||60%|
|Individual assignment (2500 words)||100%|
Repeat type: Internal & External