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NURS433 Intellectual Disability: Theory into Practice

The application of philosophical frameworks within practice to support individuals to optimise health, behavioural challenges and services access for people with intellectual disability across the lifespan.

This paper will advance the knowledge base, clinical and practical skills of health and disability professionals working in the specialist field of and alongside people with an intellectual disability. The core aim is to understand the current philosophical underpinnings within the sector and to explore the application of these through practical tools to support individuals and communities to proactively manage physical health, dual diagnosis and behavioural and access challenges that arise for people living with intellectual disability across the life span.

Paper title Intellectual Disability: Theory into Practice
Paper code NURS433
Subject Nursing
EFTS 0.2500
Points 30 points
Teaching period Not offered in 2017
Domestic Tuition Fees (NZD) $2,589.25
International Tuition Fees (NZD) $9,125.00

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Limited to
MHealSc, PGDipHealSc
Eligibility
The applicant will:
  • Hold a professional health/education qualification and/or undergraduate degree
  • Be a professional working in the health and/or disability sector
  • Nurses must hold registration from a three-year programme or course, congruent with the Health Practitioners Competence Assurance (HPCA) Act (2003)
Contact
nursingstudies.uoc@otago.ac.nz
Teaching staff
Co-Convenors: Henrietta Trip, Jenny Conder and Professor Richard Porter
Paper Structure
To understand the population and their citizenship in the community, the application of philosophical drivers in the disability sector are demonstrated through a range of topics, which include but are not limited to:
  • Diagnostics
  • Autistic Spectrum Disorder
  • Prader Willi and Down Syndrome
  • Health care and ageing with intellectual disability
  • Epilepsy
  • Movement disorders
  • Applying evidenced-based models of into practice
  • Ethical and legal frameworks
  • Sexuality
  • Positive behaviour support
  • Child and adolescent neurodevelopment and pharmacology
Teaching Arrangements
This paper is taught with a blended learning approach and combines on-campus and online study days. This may be up to 8 days across the semester.
Textbooks
There are no required textbooks for this paper. Recommended readings and texts will be advised.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Within their scope of practice, students who successfully complete the paper will be able to
  • Critique a relevant philosophy and demonstrate how it underpins their professional practice within the intellectual/learning disability sector
  • Synthesise a range of evidenced-base literature, research, national and international guidelines as they pertain to the student's professional role working alongside people with intellectual/learning disability
  • Discuss the underlying ethical concepts informing practice that are respectful of personhood and relevant to supporting people with an intellectual/learning disability within their context of family, whānau and/or systems of support
  • Evaluate key elements that should be considered at each stage of transition across the life span
  • Demonstrate an understanding of culturally responsive inter-professional roles and collaborations between individuals, family and whānau, communities, health, disability and education services
  • Operationalise the principles of positive behaviour support
  • Demonstrate advanced knowledge about the implications and management of the prevalent physical and mental health conditions that present in people with intellectual/learning disability and alongside differing aetiologies
  • Appraise and apply a model of community care that advances their practice and achieves commonly identified human rights and quality of life goals for people with intellectual/learning disability, including community integration, meaningful relationships, education and employment
  • Analyse the utility and application of statutory legal frameworks to demonstrate practice competency in their area of practice

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This paper is double coded. If you are on a mental health pathway and wish to enrol in the Intellectual Disability paper you should register for PSMS439 rather than NURS433

Assessment

Literature Review 30%
Project 30%
Case Study 40%

Further information

Amanda Clifford
Postgraduate Administrator
Centre for Postgraduate Nursing Studies
University of Otago, Christchurch
PO Box 4345, Christchurch, New Zealand
Tel +64 3 364 3852
Email nursingstudies.uoc@otago.ac.nz

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Timetable

Not offered in 2017

Location
Christchurch
Teaching method
This paper is taught through Distance Learning
Learning management system
Moodle

The application of philosophical frameworks within practice to support individuals to optimise health, behavioural challenges and services access for people with intellectual disability across the lifespan.

This paper will advance the knowledge base, clinical and practical skills of health and disability professionals working in the specialist field of and alongside people with an intellectual disability. The core aim is to understand the current philosophical underpinnings within the sector and to explore the application of these through practical tools to support individuals and communities to proactively manage physical health, dual diagnosis and behavioural and access challenges that arise for people living with intellectual disability across the life span.

Paper title Intellectual Disability: Theory into Practice
Paper code NURS433
Subject Nursing
EFTS 0.2500
Points 30 points
Teaching period Second Semester
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Limited to
MHealSc, PGDipHealSc
Eligibility
The applicant will:
  • Hold a professional health/education qualification and/or undergraduate degree
  • Be a professional working in the health and/or disability sector
  • Nurses must hold registration from a three-year programme or course, congruent with the Health Practitioners Competence Assurance (HPCA) Act (2003)
Contact
nursingstudies.uoc@otago.ac.nz
Teaching staff
Staff from Centre for Postgraduate Nursing Studies and Department of Psychological Medicine.
Paper Structure
To understand the population and their citizenship in the community, the application of philosophical drivers in the disability sector are demonstrated through a range of topics, which include but are not limited to:
  • Diagnostics
  • Autistic Spectrum Disorder
  • Prader Willi and Down Syndrome
  • Health care and ageing with intellectual disability
  • Epilepsy
  • Movement disorders
  • Applying evidenced-based models of into practice
  • Ethical and legal frameworks
  • Sexuality
  • Positive behaviour support
  • Child and adolescent neurodevelopment and pharmacology
Teaching Arrangements
This paper is taught with a blended learning approach and combines on-campus and online study days. This may be up to 8 days across the semester.
Textbooks
There are no required textbooks for this paper. Recommended readings and texts will be advised.
Graduate Attributes Emphasised
Global perspective, Interdisciplinary perspective, Lifelong learning, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Within their scope of practice, students who successfully complete the paper will be able to
  • Critique a relevant philosophy and demonstrate how it underpins their professional practice within the intellectual/learning disability sector
  • Synthesise a range of evidence-based literature, research, national and international guidelines as they pertain to the student's professional role working alongside people with intellectual/learning disability
  • Discuss the underlying ethical concepts informing practice that are respectful of personhood and relevant to supporting people with an intellectual/learning disability within their context of family, whÄnau and/or systems of support
  • Evaluate key elements that should be considered at each stage of transition across the life span
  • Demonstrate an understanding of culturally responsive inter-professional roles and collaborations between individuals, family and whÄnau, communities, health, disability and education services
  • Operationalise the principles of positive behaviour support
  • Demonstrate advanced knowledge about the implications and management of the prevalent physical and mental health conditions that present in people with intellectual/learning disability and alongside differing aetiologies
  • Appraise and apply a model of community care that advances their practice and achieves commonly identified human rights and quality of life goals for people with intellectual/learning disability, including community integration, meaningful relationships, education and employment
  • Analyse the utility and application of statutory legal frameworks to demonstrate practice competency in their area of practice

^ Top of page

This paper is double coded. If you are on a mental health pathway and wish to enrol in the Intellectual Disability paper you should register for PSMS439 rather than NURS433

Assessment

Literature Review 30%
Project 30%
Case Study 40%

Further information

Amanda Clifford
Postgraduate Administrator
Centre for Postgraduate Nursing Studies
University of Otago, Christchurch
PO Box 4345, Christchurch, New Zealand
Tel +64 3 364 3852
Email nursingstudies.uoc@otago.ac.nz

^ Top of page

Timetable

Second Semester

Location
Christchurch
Teaching method
This paper is taught through Distance Learning
Learning management system
Moodle