Last modified: 03 Sep 2024 08:16
This course delivers practical experience in providing clinical care to a number of special care patients focussing on key skills and strategies required for the effective delivery of oral care. An understanding of risk assessment will also be covered.
| Study Type | Postgraduate | Level | 5 |
|---|---|---|---|
| Term | Full Year | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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You will develop the skills in order to adapt oral care for specific patients with Special Care Needs.
You will utilise strategies to encourage patient autonomy including appropriate use of clinical holding
You will understand risk assessment with regard to patient care and demonstrate knowledge of appropriate treatment planning
You will work as an intra disciplinary and interdisciplinary team to ensure the best patient care involving inclusion of patients, carers and relatives
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 15 | Feedback Weeks | 18 | |
| Feedback |
A report of 1,500-2,500 words based on a patient the student has seen, including a discussion on patient pathways for that patient group. Feedback as per University guidelines, 3 weeks for borderline/fail. All others upon request. |
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| Knowledge Level | Thinking Skill | Outcome |
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There are no assessments for this course.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 20 | Feedback Weeks | 23 | |
| Feedback |
A report of 1,500-2,500 words based on a patient the student has seen, including a discussion on patient pathways for that patient group. Feedback as per University guidelines, 3 weeks for borderline/fail. All others upon request. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
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| Factual | Remember | ILOs for this course are available in the course guide. |
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