Diabetes self-management is demanding and relentless, irrespective of whether a person has type 1 or type 2 diabetes. 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.
The multidisciplinary approach to teaching on this module reflects real life psychological support for diabetes and will typically include teaching and interactions with psychologists, diabetes specialist nurses, doctors, and University staff including the programme team.
Aims and Objectives
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- Critical appraisal of existing theory-based psychosocial interventions and evaluate their potential usefulness in the management of diabetes.
- Evaluation and understanding of the psychosocial impact of living with a serious condition such as diabetes on health-related quality of life.
- Examination and contextualisation of the psychosocial responses of people with diabetes and evaluation of their potential impact on diabetes self-management.
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
Learning and Teaching
Teaching and learning methods
The understanding of the psychosocial processes involved in management of diabetes is acquired through group discovery, group work, role play, peer learning, tutorials, problem-solving approaches and coursework.
Self directed learning- students will be encouraged to undertake extensive self directed studies, to improve both breadth and depth of their knowledge. This time will partly be preparation for assessments.
The taught components for this module are generally as follows. Group discovery, group work, role play, peer learning and problem-solving approaches are threaded throughout the module. 10% of time is spent on tutorials and 10% is delivered as lectures.
Online teaching, face to face if possible
|Total study time||200|
Resources & Reading list
Virtual Learning Environment: Blackboard.soton.ac.uk module site. There is a list of online/library resources on the module BlackBoard site that may be helpful.
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.
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(2), 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.
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(10), pp. 209-211.
Barnard, KD. and Lloyd, CE. (Editors) (2012). Psychology and Diabetes Care: A Practical Guide. Heidelberg: Springer Verlag.
Joint NHS Diabetes and Diabetes UK working group (2010). Emotional and Psychological Support and Care in Diabetes: Report from the emotional and psychological support working group of NHS Diabetes and Diabetes UK. London: Department of Health (NHS Diabetes).
The assessment for the module provides you with the opportunity to demonstrate achievement of the module learning outcomes. There will be 2 assessment components: case study report and individual oral presentation. The pass mark for assessments is 50%. Compensation is allowed between summative assessments and can be carried forward to the final mark if the qualifying mark of 40% is reached.
If you have failed the module, you will have the opportunity to submit work at the next referral (re-sit) opportunity for all components where you have not achieved the pass mark. Marks for components which were passed will be carried forward. You must achieve the pass mark in all referred components. On passing your referrals, your final module mark will be capped at 50%.
This is how we’ll formally assess what you have learned in this module.
|Case study report||50%|
|Individual Oral Presentation||50%|
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Repeat type: Internal & External