HND732 - Diabetes in Social and Psychological Contexts
Unit details
| Year: | 2022 unit information |
|---|---|
| Important Update: | Unit delivery will be in line with the most current COVIDSafe health guidelines. We continue to tailor learning experiences for each unit to achieve the best possible mix of online and on-campus activities that successfully blend our approaches to learning, working and research. Please check your unit sites for announcements and updates. Last updated: 4 March 2022 |
| Enrolment modes: | Trimester 1: Online |
| Credit point(s): | 1 |
| EFTSL value: | 0.125 |
| Unit Chair: | Trimester 1: Cath Mcnamara |
| Prerequisite: | Nil |
| Corequisite: | Nil |
| Incompatible with: | Nil |
| Typical study commitment: | Students will on average spend 150 hours over the teaching period undertaking the teaching, learning and assessment activities for this unit. |
| Scheduled learning activities - cloud: | Learning experiences are via FutureLearn |
Note:This unit uses the FutureLearn online learning platform | |
Content
The aim is to facilitate students to develop in-depth understanding of the meaning of living with diabetes for an individual and their family in the context of nursing, psychology, sociology and other health related disciplines. Students will explore a number of contemporary issues in diabetes education practice and in caring for people with diabetes. The issues are placed in the context of sociological and psychological theories, health promotion principles, and best practice guidelines in diabetes education, based on contemporary national and international research. The unit acknowledges that global economic imperatives and the local and global market place influences diabetes education. Within this context, the unit explores a number of trends that impact on future diabetes practice.
This unit explores what it means to be diagnosed with diabetes; the problems of adjusting to a chronic illness and the role of family, friends and health professionals in that adjustment. The unit draws on nursing, psychological, and sociological perspectives to clarify the different problems that an individual with diabetes encounters and to formulate appropriate caring strategies. The unit addresses the psychosocial issues experienced by vulnerable groups in the community. The unit links contemporary diabetes practice to current research and provides a deep understanding of the links between practice, evidence-based practice and research.
The relationship between people with diabetes and health professionals and its impact on clinical outcomes underpins the unit, and strategies to facilitate good clinical communication, assessing health literacy, empowerment, and health promotion are provided. Students will explore a number of approaches to caring for people with diabetes and analyse their effectiveness.
| ULO | These are the Learning Outcomes (ULO) for this unit. At the completion of this unit, successful students can: | Deakin Graduate Learning Outcomes |
|---|---|---|
| ULO1 | Describe the psychosocial impact of being diagnosed with and living with diabetes on an individual and their family members/carers in relation to their social, economic and cultural background and life-stage. | GLO2: Communication |
| ULO2 | Identify key aspects of life transitions of chronic illness and their relevance to diabetes education. | GLO1: Discipline-specific knowledge and capabilities |
| ULO3 | Identify cognitive, emotional, behavioural and social barriers and enablers to self-care and explain how these are associated with health behaviours and outcomes | GLO1: Discipline-specific knowledge and capabilities |
| ULO4 | Apply knowledge of the social-ecological model of health to assess the psychological wellbeing, self-management capacity and support needs of a person with diabetes and their family members/carers | GLO1: Discipline-specific knowledge and capabilities |
| ULO5 | Critically examine contemporary theories of health psychology in relation to diabetes education and health promotion | GLO1: Discipline-specific knowledge and capabilities |
| ULO6 | Identify vulnerable population groups and critically examine strategies to provide culturally appropriate care and education and improve their health outcomes. | GLO4: Critical thinking |
| ULO7 | Apply principles of person-centred care and evidence-based practice to select appropriate, multidisciplinary strategies to support psychosocial wellbeing and address barriers to optimal self-care. | GLO5: Problem solving |
Assessment
Trimester 1:| Assessment Description | Student output | Grading and weighting (% total mark for unit) | Indicative due week |
|---|---|---|---|
| Assessment 1: Written assignment | 1000 words | 20% |
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| Assessment 2: Written assignment | 2000 words | 40% |
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| Assessment 3: Written assignment | 2000 words | 40% |
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The assessment due weeks provided may change. The Unit Chair will clarify the exact assessment requirements, including the due date, at the start of the teaching period.
Learning Resource
The texts and reading list for the unit can be found on the University Library via the link below: HND732 Note: Select the relevant trimester reading list. Please note that a future teaching period's reading list may not be available until a month prior to the start of that teaching period so you may wish to use the relevant trimester's prior year reading list as a guide only.
Unit Fee Information
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