Dementia and Frailty (Professional Practice)

Attendance:
Part Time
Starting:
September 2019, January 2020
Campus:

The pathway is designed to meet your needs as health and social care professionals specialising in the care of older people, many of whom may be living with frailty and dementia.

The three individual modules that can be combined into the pathway are designed to meet your needs as health and social care professionals specialising in the care of older people, many of whom may be living with frailty and dementia. The modules are developed to promote holistic consideration of the experiences of older people in the context of their lives, relationships and communities, working towards ‘compressed morbidity’ through implementation of strategies that promote health and postpone ill-health and disability.

Teaching and assessment strategies aim to facilitate development of a repertoire of therapeutic and creative interventions to address the complexity of issues that people face in later life. Development of professional and academic abilities will empower you to apply your learning to practice for the benefit of your service users. Completion of the pathway will enhance professional expertise and confidence.

What's covered in the course?

The pathway is divided into three separate single modules:

  1.   Promoting Lifelong Health.

In this module, there is a focus on empowerment for self-management of health which can reduce risk and postpone development of long-term conditions.

  1. Depression, Dementia and Delirium.

The ‘depression, dementia and delirium’ module is about common mental health problems that have an impact on older people. Around 2.9 million people are expected to be living with three or more long term conditions by 2018 (The Kings Fund 2015). Pain and disability have an impact on mood and there is an association between circulatory ill-health and dementia and polypharmacy and delirium. Depression, dementia and delirium disproportionately impact on the health of older people and challenge nurses from all branches to respond to the complexity of individuals’ co-morbidities.

  1. Well-being in the Context of Complex Care

In completing this module, you will deepen your understanding of long-term conditions, gain insight into the experiences and priorities of older people with multi-morbidity and develop practice which empowers older people, fostering autonomy, self-care and quality of life. Effective assessments, interventions and support facilitate self-management and empowerment of service users to improve holistic well-being. You will explore current thinking and practice with a view to developing alternative approaches and creative interventions, enhancing decision-making skills, facilitating culture change and working in partnership with multi-disciplinary colleagues, patients, their families and carers to address difficulties and maximise well-being.

The teaching team are experienced specialist older peoples’ nurses with a wide range of professional, educational and research experience. We enjoy teaching using active, experiential approaches. We value your professional practice understandings and look forward to facilitating engaging, stimulating classroom learning experiences. Supportive, thought-provoking online analytical discussions will complement the face to face teaching and challenge you to take your professional practice to the next level.

This pathway will be taught at our City South Campus.

Please note that most modules may be studied as discrete learning units so that your specific learning needs can be addressed without the need to study an entire pathway. If, later, you wish to build upon your studies more modules can be accessed that may be combined to form an award e.g. BSc (Hons), MSc. In other terms, the credits gained from one module may be able to be combined with others to be awarded a degree. For further details, please contact the staff as indicated for the pathway.

Why Choose Us?

  • Our newly developed programme is one of the first to embed mental health and physical health together throughout your learning in a way that naturally reflects the realities of life for older people with co-morbidities
  • We are a teaching team with a wide range of relevant practice experience and great enthusiasm for our subject
  • We are a teaching team with recently published research and textbook authorship and we have an established history of successfully supporting and promoting student publications
  • This is a creative, engaging pathway that will stimulate new ideas for practice and develop your professional confidence
  • We value your expertise and will support you in building your professional identity
  • Our exciting assessment designs are immediately beneficial for your career advancement.

 

 

New £10,609 postgraduate loans

If you are completing the MSc Professional Practice, you may be able to take advantage of the government’s plans to make loans of up to £10,609 available for postgraduate study.

More about postgraduate loans

This course is open to International students

Postgraduate lunch drop in

Visit us to find out more

Come along to one of our upcoming events where our staff will be on hand to answer all your questions.

Subject event: Wed 12 June
12-2pm
Open Day: Sat 29 June

Course Accreditations

Post Registration Education Provider of the Year Winner

SNTA winner

UK or EU students

Award Start Mode Duration Fees
Sep 2019 PT
TBC
TBC
Jan 2020 PT
TBC
TBC

International Students

Award Start Mode Duration Fees
Sep 2019 PT
TBC
TBC
Jan 2020 PT
TBC
TBC

If you're unable to use the online form for any reason, you can complete our PDF application form and equal opportunities PDF form instead. The University reserves the right to increase fees in line with inflation based on the Retail Prices Index or to reflect changes in Government funding policies or changes agreed by Parliament up to a maximum of five per cent.

Course structure 

You can choose to study this programme as a complete pathway award (full or part-time) or as a standalone module, dependent on your individual need and the needs of your organisation. All programmes offer a convenient part-time format to fit around home and work commitments

Pathway awards in Holistic Health in Later Life can lead to:

  • Module only Professional Practice Level 6
  • Module only Professional Practice Level 7
  • BSc Professional Practice
  • BSc (Hons) Professional Practice 
  • Grad Cert Professional Practice 
  • PG Cert Professional Practice
  • PG Dip Professional Practice
  • MSc Professional Practice

Please note that most modules may be studied as discrete learning units so that your specific learning needs can be addressed without the need to study an entire pathway. If, later, you wish to build upon your studies more modules can be accessed that may be combined to form an award e.g. BSc (Hons), MSc. In other terms, the credits gained from one module may be able to be combined with others to be awarded a degree. For further details, please contact the staff as indicated for the pathway.

How to apply

Complete the online application form via the link above, including the name of the pathway or module you are enrolling onto. 

Financial sponsorship

If you will be receiving financial sponsorship, to settle the tuition fees for this course please download and complete the financial support form. Once completed please upload it to your applicant portal.

Additional costs

There may be additional costs for theatre visits.

Professional practice routes

Have a look at all of our professional practice healthcare routes available.

Professional Practice Routes

Degree (Level 6)

In order to complete this route a student must successfully complete all the following CORE modules (totalling 100 credits):

Year 1 Pathway Award – Exit Award: Grad Cert / BSc Professional Practice (Dementia and Frailty)

Promoting Lifelong Health
20 credits

Empowerment for self-management of health can reduce risk and postpone development of long-term conditions. Societal and environmental factors can similarly influence health outcomes and contribute towards ‘compressed morbidity’, where an individual delays ill-health and disability towards the end of life, rather than living with chronic long-term conditions and reduced quality of life.

There has been an increase in life expectancy of around thirty years since the beginning of the 20th century and while increased lifespan can result in more people experiencing chronic diseases, it is possible for older people to both delay disability and to live well with chronic illnesses. Simple changes to health related behaviour have an impact on reducing risk and delaying the onset of chronic conditions such as heart disease. Maintaining social connections is protective against depression. 

This module is can also be taken as a standalone credit bearing course

Depression, Dementia and Delirium: Evidence and Interventions
20 credits

The most common mental health problems that affect older people are often known as the ‘3Ds’. Depression, dementia and delirium disproportionately impact on the health of older people and challenge practitioners to respond to the complexity of individuals’ co-morbidities. Effective assessments, interventions and support facilitate self-management and empowerment of service users and family carers to improve holistic well-being. In this module you will explore current thinking and practice with a view to developing alternative approaches and creative interventions, facilitating culture change and working in partnership with multi-disciplinary colleagues, patients, their families and carers to address difficulties and maximise well-being.

This module is can also be taken as a standalone credit bearing course

Well-being in the Context of Complex Care
20 credits

Older people are the fastest growing age group. However, although we are living longer, this unfortunately does not mean we are healthier and 2.9 million people are expected to be living with three or more long term conditions by 2018 (The Kings Fund 2015). Better quality care and more effective management of long-term conditions is a key national priority.

This module is aimed at health and social care practitioners who specialise in providing services for older people and who wish to enhance their practice by deepening their understanding of of a range of long-term conditions, facilitating insight into the experiences and priorities of older people with multi-morbidity and supporting you to develop practice which empowers older people, fostering autonomy, self-care and quality of life throughout the lifespan.

This module is can also be taken as a standalone credit bearing course

Year 2 Pathway Award (BSc Only) – Exit Award: BSc (Hons) Professional Practice (Dementia and Frailty)

Using Research Evidence in Practice
20 credits

This module is for all healthcare practitioners if you want to enhance your understanding of evidence based practice to help improve your patient/client/service-user care. The aims of the module are to develop both your understanding of the importance of best evidence in practice, and your ability to locate, evaluate, and use best evidence in developing aspects of practice.

Good reasons to study Evidence-Based Practice: Clinical practice does not remain static but changes frequently. As a healthcare practitioner you must be able to justify and rationalise your practice to ensure quality care is provide and maintained. To ensure best practice is sustained you, as a practitioner, need to understand the concepts of evidence based practice and how to apply these concepts to your area of practice.

This module is can also be taken as a standalone credit bearing course

Negotiated Study
20 credits

This module is aimed at healthcare practitioners who wish to negotiate learning of a bespoke topic. Under the guidance of facilitators, you will be able to direct your learning and identify relevant learning opportunities that you feel enable you to learn more about a specific field of study.

The subject area within this module is student led with guidance and facilitation from designated academic and practice support. You will identify an area of study that you would like to critically review and evaluate and which promotes your clinical development. A significant proportion of the module is based around negotiation with academic and clinical facilitators to identify extended areas of study and opportunities that are possible to enhance your progression towards completion of the study.

This module is can also be taken as a standalone credit bearing course

In order to complete this route a student must successfully complete at least 20 credits from the List of Additional Optional Modules* for Year 2.

*Any appropriate module (relevant to Pathway / Speciality) from University / Faculty portfolio as agreed with the Pathway Leader.

Optional Module
20 credits

Postgraduate (Level 7)

In order to complete this route a student must successfully complete all the following CORE modules (totalling 100 credits):

Year 1 Pathway Award – Exit Award: PG Cert Professional Practice (Dementia and Frailty)

Promoting Lifelong Health
20 credits

Empowerment for self-management of health can reduce risk and postpone development of long-term conditions. Societal and environmental factors can similarly influence health outcomes and contribute towards ‘compressed morbidity’, where an individual delays ill-health and disability towards the end of life, rather than living with chronic long-term conditions and reduced quality of life.

There has been an increase in life expectancy of around thirty years since the beginning of the 20th century and while increased lifespan can result in more people experiencing chronic diseases, it is possible for older people to both delay disability and to live well with chronic illnesses. Simple changes to health related behaviour have an impact on reducing risk and delaying the onset of chronic conditions such as heart disease. Maintaining social connections is protective against depression.

This module is can also be taken as a standalone credit bearing course

Depression, Dementia and Delirium: Evidence and Interventions
20 credits

The most common mental health problems that affect older people are often known as the ‘3Ds’. Depression, dementia and delirium disproportionately impact on the health of older people and challenge health care practitioners to respond to the complexity of individuals’ co-morbidities. Effective assessments, interventions and support facilitate self-management and empowerment of service users and family carers to improve holistic well-being. In this module you will explore current thinking and practice with a view to leading on development of alternative approaches and creative interventions, facilitating culture change and working in partnership with multi-disciplinary colleagues, patients, their families and carers to address difficulties and maximise well-being.

This module is can also be taken as a standalone credit bearing course

Well-being in the Context of Complex Care
20 credits

Older people are the fastest growing age group. However, although we are living longer, this unfortunately does not mean we are healthier and 2.9 million people are expected to be living with three or more long term conditions by 2018 (The Kings Fund 2015). Better quality care and more effective management of long-term conditions is a key national priority. Recent reports suggest that people with long term conditions feel that the health care system is not able to meet multiple and complex needs well. This module will deepen your’ understanding of a range of long-term conditions, facilitating insight into the experiences and priorities of older people with multi-morbidity and supporting you to work creatively, generating innovative interventions and leading colleagues so as to improve practice.

This module is can also be taken as a standalone credit bearing course

Year 2 Pathway Award - Exit Award: PG Dip Professional Practice (Dementia and Frailty)

Leadership Skills and Project Management for Health and Healthcare
20 credits

This module explicitly addresses students’ personal and/or professional development with a view to enhancing competence for service improvement in a rapidly changing health and healthcare environment. Through a flexible provision, students are inspired to reflect critically upon their individual learning needs as well as their organisations’ practices, to appraise and apply concepts from the literature on leadership, to issues of relevance for their role, organisation and overall programme of study.

This module is can also be taken as a standalone credit bearing course

Research: Methods of Enquiry
20 credits

This module specifically addresses the broader programme aims related to “pursuing excellence” and “practice-led, knowledge applied” through a flexible provision that encourages students to develop their research ideas, enabling those on various Health MSc programmes to satisfy their individual learning needs, whilst contributing to their area of study.

This module is can also be taken as a standalone credit bearing course

In order to complete this route a student must successfully complete at least 20 credits from the List of Additional Optional Modules* for Year 2.

*Any appropriate module (relevant to Pathway / Speciality) from University / Faculty portfolio as agreed with the Pathway Leader.

Optional Module
20 credits

MSc

Year 3 Pathway Award – Exit Award: MSc Professional Practice (Dementia and Frailty)

Option 1

In order to complete this route a student must successfully complete the following CORE module (totalling 60 credits):

Research Dissertation
60 credits

This triple module forms the final bridge between the award of a Postgraduate Diploma and a Health MSc related to a named award. It provides the student with the opportunity to complete a piece of work around a chosen topic in order to demonstrate competence in the planning, execution, analysis and evaluation of a Research Project, a Systematic Review or Project Management. It involves 600 hours of study. The focus is on facilitating the student's independent, critical study in their academic discipline or area of professional practice. It will also serve those who wish to embark on Doctoral studies in the future.

Option 2

In order to complete this route a student must successfully complete the following CORE module (totalling 40 credits):

Research Dissertation
40 credits

This double module provides the student with the opportunity to complete a piece of work around a chosen topic in order to demonstrate competence in the planning, execution, analysis and evaluation of a Research Project, a Systematic Review or Project Management. It involves 400 hours of study. The focus is on facilitating the student's independent, critical study in their academic discipline or area of professional practice. It will also serve those who wish to embark on Doctoral studies in the future.

In order to complete this route a student must also successfully complete at least 20 credits from ‘this list of additional optional modules* for Year 1 and Year 2.

*Any appropriate module (relevant to Pathway / Speciality) from University / Faculty portfolio as agreed with the Pathway Leader.

Optional Module
20 credits

Degree (Level 6)

Pathway Level
Level 6 - Year 1
Modules completed 
Promoting Lifelong Healh (LBR6555)
Depression, Dementia and Delirium: Evidence and Interventions (LBR6552)
Well-being in the Context of Complex Care (LBR6550)
Exit Awards
Grad Cert/BSc Professional Practice (Dementia and Frailty)

Level 6 - Year 2 (BSc (Hons only)
Using Research Evidence in Practice (LBR6553)
Negotiated Study (LBR6547)
Optional Module
BSc (Hons) Professional Practice (Dementia and Frailty)

Postgraduate (Level 7)

Pathway Level
Level 7 - Year 1
Modules completed 
Promoting Lifelong Health (LBR7506)
Depression, Dementia and Delirium: Evidence and Interventions (LBR7504)
Well-being in the Context of Complex Care (LBR7501)
Exit Awards
PG Cert Professional Practice (Dementia and Frailty)

Level 7 - Year 2
Research: Methods of Enquiry (LBR7339)
Leadership Skills and Project Management for Health (LBR7399)
Optional Module
PG Dip Professional Practice (Dementia and Frailty)

Level 7 - Year 3
Research Dissertation
MSc Professional Practice (Dementia and Frailty)

Number of hours in the classroom per week

The pathway will run one day (five hours taught face to face) per week over the academic year. 

The pathway is designed to meet your needs as health and social care professionals specialising in work with older people. The modules are designed to develop holistic consideration of the experiences of older people in the context of their lives, relationships and communities.

Teaching and assessment strategies aim to facilitate development of a repertoire of therapeutic and creative interventions to address the complexity of issues that people face in later life. Development of professional and academic abilities will empower you to apply your learning to practice for the benefit of your service users. Completion of the pathway will enhance professional expertise and confidence.

Examples of classroom activities 

Throughout the pathway you will be working in small groups, solving practice related problems. We will use games, film and simulations to explore issues and deepen learning.

The assessments are designed to be career enhancing while also empowering you to influence other peoples’ practice.

SNTA winner
Student Nursing Times Award Winner

Post Registration Education Provider of the Year

Course dates

Please check the course dates to see when your chosen modules are available throughout the year.

Download the 2019/20 course dates

Birmingham City University is a vibrant and multicultural university in the heart of a modern and diverse city. We welcome many international students every year – there are currently students from more than 80 countries among our student community.

The University is conveniently placed, with Birmingham International Airport nearby and first-rate transport connections to London and the rest of the UK.

Our international pages contain a wealth of information for international students who are considering applying to study here, including:

Birmingham City University International College (BCUIC)

International students who have a serious interest in studying with us but who perhaps cannot meet the direct entry requirements, academic or English, or who have been out of education for some time, can enter Birmingham City University International College (BCUIC) and begin their degree studies.

BCUIC

BCUIC is part of the global Navitas Group, an internationally recognised education provider, and the partnership allows students to access the University’s facilities and services and move seamlessly through to achieving a Bachelor’s degree from Birmingham City University.

Learn more about BCUIC

Our Facilities

We are constantly investing in our estate and are currently in the process of spending £260 million on new learning facilities.

We boast up-to-date, innovative facilities that simulate the real situations that medical staff may come across.

These resources are essential in offering students a hands-on introduction to health and social care practice. Much of our teaching is carried out within our state-of-the-art, £30m Seacole Building, which houses cutting-edge facilities.

Take a virtual tour of our skills suites at Seacole

In a sector where new techniques are constantly being discovered, we work hard to ensure that students learn using the most up-to-date equipment available. These include the only mock operating theatre in an English university and a cutting-edge radiography virtual clinical training facility, virtual ward and virtual case creator.

Virtual Case Creator

For pre-registration midwives, Virtual Case Creator software contains a range of scenarios to let you experience birthing situations and decide on appropriate interventions in a safe environment.

Hospital Ward

Our mock wards enable you to get a feel of what a ward is really like before you head out for your first placement. They contain ‘Sim Men’, which are demonstration dummies that develop ailments, allowing you to treat them as you would a real patient and build your confidence in reacting to the changing needs of patients.

The Hospital Ward can be adapted from a low care to high dependency care environment with the necessary monitoring equipment.

Part of the package is our SIM baby, SIM man and Mega code kid. There are also nursing manikins for fundamental skills teaching and various equipment to support essential skills teaching, such as blood pressure monitoring venepuncture and cannulation equipment.

Skills Practice and Clinical Enhancement facility

The SPACE (Skills Practice And Clinical Enhancement) learning facility lets you further practice the skills taught in class, at your own pace and convenience.

It is fully stocked with the specialist items and equipment needed for procedures such as taking blood pressure, giving an injection, abdominal examination of a pregnant woman and caring for ill babies in an incubator.

Biomedical Laboratories

We have recently installed new laboratory facilities to help you explore understand the scientific principles underpinning many of our courses. The physiology laboratory is equipped to help you learn about the way the human body works by performing investigative experiments. The biomedical science laboratory is undergoing an upgrade over the summer and will allow you to learn about anatomy, cellular processes, immunology and enzymology in a hands-on way that links directly to day-to-day health care.

Simulation Mannequins

We have several Simulation men (SIM men) and Simulation babies (SIM babies) which are leading edge, anatomically correct mannequins used for teaching specific techniques such as advanced adult and paediatric life support skills, acute and high dependency clinical skills, first aid and communication skills.

The SIM men and SIM baby mannequins are complete with software, which is used to replicate real symptoms, and are enhanced by the manipulation of for example blood pressure, pulse and heart rate for extra realism. SIM Man can also “talk” to the students which adds another dimension to their use in teaching clinical skills and in simulation exercises.

Mary Seacole Library

The Seacole library, based at City South Campus, is one of the UK's largest specialist health education libraries. The state-of-the art facility offers an extensive range of range of information and reference materials set out in a relaxing environment, conducive to studying. There are comfortable seating areas, group study areas, a silent study area and private study rooms.

The Seacole building houses a large open access IT Suite which comprises of 96 PCs, full colour printers, photocopiers and scanners. Our PCs utilise the latest Intel i5 core technology, all with:

  • Fast (unrestricted) internet connectivity
  • Ability to save files to USB, DVD & CD
  • Microsoft Office software
  • Research and statistical software
  • Storage space which can be accessed from any PC across the University and from home

Our PCs are also designed to support students who may have difficulties with reading and writing, featuring specialised software with zooming/magnification and screen reading capabilities, which may also be customised for individual student needs.

The IT Suite offers extended opening hours and is supported by a specialist Open Access Assistant during term time. In addition to the open access PCs within the IT Suite, there are 12 networked student PCs available within Seacole library.

Catharine Jenkins

Reader

Catharine’s teaching responsibilities are focused around the care of older people with mental health problems and her main area of expertise is dementia care. She also teaches on diversity issues and transcultural mental health nursing.

Catharine is interested in creative approaches to active learning for nurse education and has presented at international conferences about teaching and research. She is committed to involving students in research and publication.

Catharine’s current research explores the impact of online support on the experiences of recently qualified nurses. In another project she is exploring the experiences of nurses as they offer carer support to South Asian family carers looking after a relative with dementia. She is also writing a literature review about the impact of training on application of the Mental Capacity Act (2005). 

Prior to becoming a nurse educator, Catharine worked for many years as a Community Mental Health Nurse and team leader of an outreach team. At present she also works as a volunteer for BUDS (Better Understanding of Dementia in Sandwell).

Catharine is a 'media champion', responding to media requests on issues related to older peoples' mental health. 

Ms Bernie Keenan

Senior Lecturer

Bernie Keenan is a Senior Lecturer at Birmingham City University where she has been the Programme Lead for the PG Cert Long Term Conditions, the Safeguarding Lead for nursing, and is a founding member of the Older People’s Practice Development Unit. Bernie’s extensive clinical background has included both neuro-medicine and neuro-surgery at the National Hospital for Neurological Diseases Queen Square London, Senior Nurse and Lecturer /Practitioner roles in general medicine at University Hospitals Birmingham NHS Trust.

Bernie has for several years been on the Executive of The West Midlands Institute of Ageing and Health, and has occupied the role of Chair of this group. Bernie has been a research peer reviewer for the Department of Health National Institute for Health Research: Research for patient benefit programme. She also represented Nursing and Public & Patient Involvement on the Birmingham & Black Country Comprehensive Local Research Network Executive.

Bernie has contributed to the development of the Virtual Case Creator for Older People and to the Virtuar: Safeguarding tool. Bernie’s most recent publication is a chapter in the April 2013 Edition of the Royal College of Nursing guide to Safeguarding Vulnerable Adults, and she is also currently completing a Doctorate in Applied Social Research: Dementia Studies at Stirling University.

Course Enquiries

For any course enquiries please contact the Holistic Health in Later Life Pathway Leader, Catharine Jenkins on:

International Enquiries

If you are an international student please contact the international office for more information on entry requirements:

Professional Navigator

The Professional Practice Programme consists of a selection of modules that can be studied on their own or as part of an award. For help in deciding which modules to study or your outcome award please contact our Professional Navigators on navigator@bcu.ac.uk 

Professional practice routes

Have a look at all of our professional practice healthcare routes available.

Professional Practice Routes