This module prepares you for writing the Masters dissertation. It includes both taught sessions and one-to-one tutorials.
In this module students will consider ethical challenges that arise when caring for children, young people and their families / carers. They will consider children and young people across the care settings including acute care, community and hospice/respite care. Students will develop an in-depth understanding so that they can discuss and debate the ethical challenges that may arise in Children’s Nursing. They will consider communication skills and how to deliver sensitive and empathetic nursing care to children, young people and their families.
The module is designed to introduce a range of Management Science techniques, it is the level 1 module in the prescriptive analytics stream for the Business Analytics programmes. This module will describe many of the classical MS problems and solution techniques and illustrate their use and effectiveness. You will have the opportunity to explore the process of understanding, formulating, solving and analysing a number of practical problems using the tools and techniques introduced in the module.
MANG2089 introduces simulation. As an experimental technique, simulation is one the most widely used modelling techniques. This is because, unlike optimising techniques such as queuing theory, it requires few assumptions. As a result, analysts use it to solve a wide variety of complex real-life problems. It is very effective. For example, a quick look at the clients of the Simul8 corporation (http://www.simul8.com/), one of the main simulation software vendors, reveals a long and impressive list of organisations who apply simulation. Students who successfully complete MANG2089 acquire the practical skills needed to conduct a successful simulation project from scratch, and have a theoretical understanding that is essential for the effective use of this powerful decision-aiding tool. Specifically, students will acquire theoretical understanding of and develop practical modelling skills in using three types of simulation: (i)Monte Carlo simulation to model complex but static problems for which changes over time are not important such as inventory control, forecasting and decision analysis; (ii)Discrete Event Simulationto model the operational behaviour of systems with complex queues such as hospitals, airports and supermarkets; and (iii)System dynamics to model long-term, strategic problems such as the long term effects of government policy decisions on the health care system.
Organisations are typically faced with many decision problems in the running of their operations and they strive to make better decisions by finding good, or ideally the best (optimal), solutions to such problems. This module is concerned with how decision problems can be formulated mathematically and solved optimally to support the decision making process in organisations. The module will introduce several optimisation techniques and illustrate the application of these techniques on problems from different types of industries. The techniques introduced in this module have a wide range of applicability on decision problems arising in, among others, resource and workforce planning, business investment, machine scheduling, logistics, and supply chain management. The underlying methods of optimisation studied in this module, however, are generally applicable and not restricted to prescriptive analytics.
This is a self-study module that aims to develop the skills required for researching, writing and presenting a report on some aspect of Operational Research/Data and Decision Analytics.
In this module we will examine how knowledge about the past is presented in museum exhibition and display. We will look at current practices in exhibition design and discuss the contemporary literature on communicating heritage to a range of audiences. You will then work in groups and present an oral presentation prior to completion of an exhibition proposal on a subject or theme relating to archaeology and heritage.
This module will incorporate critical observation and analysis of diverse aspects of primary and/or education in England. You will develop your knowledge and understanding of the values and theories of primary and/or secondary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application
In this module, students will have the opportunity to apply and expand upon their learning across the programme specifically in relation to Primary Care and Community Children’s Nursing. This module is well suited to students who have an interest in this area of practice and who may wish to go on and work in Primary Care and Community Children's Nursing settings. As part of this module, students will have the opportunity to apply their knowledge of a range of health conditions that are commonly experienced in community and primary care settings and critically consider the range of different approaches that are taken to support and care for children, young people and their families. Alongside this, students will have the opportunity to consider the children’s nurses role in these settings, alongside the roles of the wider multidisciplinary team, and how effective teamwork can improve care quality and safety in these settings.
In this module, students will have the opportunity to apply and expand upon their learning across the programme specifically in relation to Primary Care and Community Nursing. This module is well suited to those who wish to go on and work in Primary Care and Community Nursing settings specifically. As part of this module, you will have the opportunity to apply your knowledge of a range of health conditions that are commonly experienced in these settings and critically consider the range of different approaches that are taken to their management. Alongside this, you will have the opportunity to consider your role in these settings, alongside the roles of the wider multidisciplinary team, and how effective teamwork can improve care quality and safety in these settings.
This module will incorporate critical observation and analysis of diverse aspects of primary education in England. You will develop your knowledge and understanding of the values and theories of primary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application
This module will incorporate critical observation and analysis of diverse aspects of primary education in England. You will develop your knowledge and understanding of the values and theories of primary education that underpin current practice. Your time in school might normally include lesson observations, discussions with teachers, meetings with staff, working with individual or small groups of pupils/students in classrooms alongside teachers/tutors, or examination of school policy documents. An enhanced Disclosure and Barring Service (DBS) is required for this module and must be in place before the start of the second week. PLEASE NOTE: DBS can take up to ten weeks to obtain; failure to meet this requirement will result in you having to choose an alternative module. It is your responsibility to obtain the DBS clearance at your own cost. Please contact the Education Administration and Assessment Team at: eds-studentoffice@soton.ac.uk regarding application Critical Observation Modules: Impact of Covid 19 Any student who is interested in taking any of the critical observation modules this AY needs to be aware that changes to these modules may be needed, perhaps at the last moment. For example, students on these modules are classified as ‘visitors’ to schools’, and Covid rules and regulations (either government-set or school-set) may mean that such visits are unable to go ahead. Should this situation arise, then the module teams will modify the course to ensure that all assessment reflects any changes that have been made to ensure no student will be disadvantaged as a result of Covid 19 preventing access to schools.
This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The module will take the format of a placement in General Practice with one week of teaching and personal study either at the beginning or end of the module. The exact placement timing will vary for different students and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.
This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The module will take the format of a placement in General Practice with teaching and personal study either at the beginning or end of the module. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.
This module provides the students with the opportunity to gain experience of history taking and clinical examination in the primary community care environment. This module builds on earlier learning in the programme. This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme. The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the BM Year Three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. Further details will be provided on Blackboard. This module will normally take the format of a placement in one or more GP Practices as well as group teaching. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.
This module provides the students with the opportunity to gain experience of history taking and clinical examination in the primary community care environment. The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand- alone modules, therefore this module should be recognised by students and teachers alike as part of the whole year and programme. The Primary Care and Long Term Conditions module in BM Year Three is studied along with 2 other clinical teaching modules in Surgery and Orthopaedics and General Medicine and Elderly Care and 2 Assessment Modules (Applied Knowledge and CPSA). The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the BM Year Three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. Further details will be provided on Blackboard. This module will normally take the format of a placement in one or more GP Practices and group teaching on a Wednesday morning. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.
This module provides you with a grounding in the skills needed to scope, plan, and develop innovative new medical technologies which address real-world healthcare needs and have the realistic potential to lead to a fully developed technology. The focus will be on the global health context, particularly focused on healthcare needs in low- middle-income countries (LMIC). Students will prepare for an overseas placement, spending time in the UK learning about global health systems, context, resources and challenges in relation to medical innovation. During the last 5 weeks of the module, students will be immersed in a clinical placement in an LMIC. Three days per week students will gain experience and expertise of the in-country healthcare pathway from referral and admission to discharge and follow up within a clinical facility. One day per week students will spend time exploring local environments and communities, resources, and external organisations to understand the application of medical technology in the local context. One day per week there will be time for local seminars, consolidation of learning and peer-to-peer synthesis within each group as an opportunity to generate ideas for the development of medical technology that is based on unmet need and appropriate to a low resource setting.
