Overview
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.
About this paper
| Paper title | Intellectual Disability: Theory into Practice |
|---|---|
| Subject | Nursing |
| EFTS | 0.25 |
| Points | 30 points |
| Teaching period | Semester 1 (Distance learning) |
| Delivery mode | The Distance Learning offering of this paper is a combination of remote and in-person teaching, and involves in-person assessment |
| Domestic Tuition Fees ( NZD ) | $3,353.00 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Restriction
- PSME 439
- Limited to
- MAdvNP, MHealSc, PGCertHealSc, 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
- More information link
- Teaching staff
Convenor: Dr Henrietta Trip
- 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 and identity
- Positive behaviour support
- Child and adolescent neurodevelopment and pharmacology
- Teaching Arrangements
This Distance Learning paper is a combination of remote and in-person teaching.
This paper includes in-person assessment and 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.
Enrolment information and course documentation will be sent to students two weeks prior to the start date of the first study block.
- 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, whānau and/or systems of support.
- Critically 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.
- Critically 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.
Overview
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.
About this paper
| Paper title | Intellectual Disability: Theory into Practice |
|---|---|
| Subject | Nursing |
| EFTS | 0.25 |
| Points | 30 points |
| Teaching period | Semester 1 (Distance learning) |
| Delivery mode | The Distance Learning offering of this paper is a combination of remote and in-person teaching |
| Domestic Tuition Fees | Tuition Fees for 2027 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Restriction
- PSME 439
- Limited to
- MAdvNP, MHealSc, PGCertHealSc, 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
- More information link
- Teaching staff
Convener: Dr Henrietta Trip
- 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 and identity
- Positive behaviour support
- Child and adolescent neurodevelopment and pharmacology
- Teaching Arrangements
This distance learning paper is a combination of remote and in-person teaching.
This paper includes in-person assessment and is taught with a blended learning approach and combines on-campus and online study days. This may be up to eight days across the semester.
Enrolment information and course documentation will be sent to students two weeks prior to the start date of the first study block.
Two 2-day study blocks-in person or online via zoom.
Three 1 day study block-in person or online via zoom.
- 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 philosophical approach and demonstrate how it underpins practice within the sector.
- Synthesise a range of evidenced-informed literature, research, national and international guidelines as it pertains to the student’s professional role working alongside people with learning (intellectual) disability.
- Discuss the underlying ethical concepts informing practice that are respectful of personhood and relevant to supporting individuals 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 lifespan.
- Evidence of understanding of culturally responsive interdisciplinary roles and collaborations between individuals, family and whānau, communities, health, disability and education services.
- Operationalise the principles of positive behavior support.
- Evidence of advanced knowledge about the implications and management of the prevalent physical and mental health conditions that present in people with 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 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.