Course Information
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25 November and 13 December 2017
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3 Years School of Health and Social Care Lincoln Campus [L] Validated BCC (or equivalent qualifications) L510 3 years 5 years School of Health and Social Care Lincoln Campus [L] Validated BCC (104 UCAS Tariff points) (or equivalent qualifications) L510

top20% BSc (Hons) Health and Social Care is one of the University’s medicine related courses ranked in the top 20% in the UK for academic support according to the National Student Survey 2017.

Introduction

Health and social care professionals make a real difference to the lives of vulnerable people. This degree at Lincoln is founded on an integrated approach and aims to provide an understanding of policy and practice across the landscape of the sector.

BSc (Hons) Health and Social Care degree students at Lincoln have the opportunity to develop the knowledge, skills and values required to take on many of the new and emerging responsibilities within a range of care sectors. The degree emphasises practice-based learning, underpinned by academic theory. The School of Health and Social Care maintains close links with health trusts, local authorities and numerous voluntary and private organisations to ensure that student learning is informed by the latest developments in practice and policy.

You are taught by researchers and academics with both practical experience and professional links in the sector. A programme of visiting speakers also aims to engage students in real-world challenges and issues.

Career development is emphasised throughout the degree. It is expected that all students will have the opportunity to gain some work experience throughout the course of their degree. The course puts a high value on career planning and career development throughout all levels of study.

How You Study

Learning methods will consist of lectures, seminars, workshops, tutorials, visits and directed independent study. These sessions will include a range of learning experiences including didactic input, student interaction and role-play, videos, pod-casts discussions and debates.

Timetabled attendance is approximately 18 hours per week.

The first year of the degree introduces students to the fundamental skills and knowledge of health and social care, including the social and psychological development of children and adults. Modules focus on developing communication skills and the consideration of professional values and ethics. Lectures and seminars are complemented by workshops, role-play exercises, debates, visits and independent study.

In the second year, students have the chance to explore health psychology and well-being, public policy and the way health and social care is reflected in the media. Students are expected to develop quantitative and qualitative research skills and begin to assess how their learning will shape their future career path.

The final year of this degree focuses further on professional development, including leadership and management skills. Students undertake work experience during this year and an independent research study. There are optional modules in specialist areas including counselling and guidance, working with children and families and working with adults, as well as modules from other related courses such as International Law.

Contact Hours and Reading for a Degree

Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.

It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in independent study.

How You Are Assessed

A variety of assessment strategies are used including formative assessment, essays, reports, poster presentations, reflective journals, group work, in-class tests and examinations.

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date (unless stated differently above)..

Methods of Assessment

The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln aims to ensure that staff return in-course assessments to students promptly.

Interviews & Applicant Days

If your application is shortlisted, we will invite you to attend a half day selection event via your UCAS Track. All communications are made via your UCAS Track so please keep checking your UCAS Track to find out whether you have been selected for interview and details of your interview date and time.

Our Interview factsheet aims to provide you with a comprehensive guide to the interview process http://bit.ly/2fXMEEn.

What We Look For In Your Application

We are looking for candidates who want to make a real difference to the lives of people in health and social care settings. We want students who will make a commitment to the course and to the curriculum content and who come with a good supportive reference.

Staff

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may be supported in their learning by other students.

For a comprehensive list of teaching staff, please see our School of Health and Social Care Staff Pages.

Entry Requirements 2017-18

GCE Advanced Levels: BCC

International Baccalaureate: 28 points overall

BTEC Extended Diploma: Distinction, Merit, Merit

Access to Higher Education Diploma: A minimum of 45 level 3 credits at merit or above will be required.

In addition, applicants should also have a minimum of three GCSEs (or the equivalent) at grade C or above, including English.

Mature students are invited to apply and applications will be assessed on an individual basis.

Shortlisted applicants will also have to pass screening processes in terms of professional suitability, including an Enhanced Disclosure and Barring Service (DBS) check for criminal convictions and a health declaration (formally known as a CRB check) The University will pay for the DBS check. It is important that you declare health issues or previous involvement with the criminal justice system so that an official decision about your suitability can be made. These issues do not automatically prevent entry and will be treated sensitively and in complete confidence.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

Level 1

Communication and Engagement Skills (Core)

The aim of this module is for students to develop a range of communication and interpersonal skills necessary to communicate and engage effectively with others including service users, colleagues and other agencies. Emphasis will be placed on developing the ability to communicate and engage with warmth and empathy in differing contexts, including group settings, and overcoming barriers to communication.

Human Bioscience (Core)

This module aims to provide students with the necessary background in anatomy and physiology for understanding the structure and functions of the human body.

It is structured to promote an introductory understanding of human physiology relevant to students of health and social care. The importance of structures will be examined and also what can happen when things go wrong. Anatomy and physiology will be studied in relation to health (and wellbeing) and disease.

Psychological and Social Development (Adults) (Core)

Following on from the earlier module, students have the opportunity to study late adolescent and adult development from late teens to older age and death, especially in relation to physical, psychological and social changes.

This will offer the opportunity to explore the impact on development of individual factors (such as disability or gender), events (such as abuse or loss) and context (such as beliefs or legal frameworks). This will also continue to look at Study Skills especially following the first round of assessment (how to make feedback feed forward).

Psychological and Social Development (Children) (Core)

Students will be provided with a framework of theoretical and applied perspectives on the study of child and adolescent development (from birth to eighteen years) in relation to physical, psychological and social changes.

Students will have the opportunity to study a range of contemporary social issues, typically including self–harming; teenage pregnancy; self-image; and bullying (and the implications of social media). The impact will be assessed on not only children and young people but also their families and carers. This module will also utilise these topics to familiarise you with Study Skills e.g. using the Library, academic writing and all forms of academic assessment.

Social Aspects of Health (Core)

A variety of major sociological theories will be discussed. Students will be supported to apply these theories to a selection of social institutions such as the family, social class and education. Students will be introduced to the impact the family has on informal care provision in the UK, the impact social class has on health inequality in the UK and the role education plays on people’s health status.

The Public's Health (Core)

Why is this important? This module aims to introduce students to the concept of public health.

It outlines earlier and more recent policy influencing the provision of public health services. The main themes of white papers, ‘Choosing Health: Making Healthy Choices Easier’ (DH, 2004) and ‘Our health, our care, our say: a new direction for community services (DH, 2006) are explored in relation to public health service provision.

Values, Ethics and Rights (Core)

The aim of this module is to introduce students to the subjects of values, ethics and rights in Health and Social Care.

Students may develop an understanding of values, both personal and professional. Students will have the opportunity to explore ideas and discussions relating to values, including personal values, professional codes of ethics, inter-professional working practice, accountability, dominant social values, rights, organisational values and values conflict.

Level 2

Analysing Contemporary Issues in the Media (Core)

The module allows students to study a range of contemporary issues in health and social care. The course team aims to keep the curriculum content exciting and current by updating the curriculum on an annual basis. The areas that are included will reflect the expertise of the team as well as the current concerns for health and social care. At the present time (2016 intake), the curriculum is likely to include the following areas/themes: domestic violence, substance misuse, homelessness, nosocomial infections, prisoners’ health and other relevant contemporary issues.

Comparative Health in Health and Social Care (Core)

The aim of this module is for students to examine contemporary International and European perspectives on health and welfare, with a focus on policy, provision, systems and practice. The focus will be on supporting students to use comparative analysis to understand different provision, explore ways of working within and across geographical boundaries. Students may examine a range of global issues and their impact on populations and their wellbeing. A specific feature of this module is the choice to participate in a study trip abroad that will explore the range of health and social care services available to older people. More information, including costs relating to this trip are outlined in the Fees Tab.

Criminology and Social Justice (Core)

The module will take an interdisciplinary approach by examining how people think, act and interact with one another. In doing so it will challenge 'taken for granted' notions about crime and punishment. By focusing upon the development of the individual person behind the crime this allows us to address the question of motivations for crime as well as the role of psychology in responding to crime. Students will be expected to consider the implications of crime not only the prisoner but also the children, the family and wider society.

Health Psychology (Core)

This module aims to give students the opportunity to examine how different people respond to health, wellbeing and illness. The role of the rapidly expanding discipline of health psychology can be discussed in relation to psychological procedures for the assessment, intervention and prevention of ill health. Students also have the opportunity to consider individuals, families, age, cultures, religions, gender, psychological and social health and wellbeing.

Mental Health and Wellbeing (Core)

The module will provide students with an opportunity to study mental health and wellbeing. This will include a broad coverage of the history of research and treatment relating to mental health and illness; the legal framework and the particular role of health and social care practitioners; diagnostic categories and frameworks and typical mental illnesses; social science and social understandings of mental health and illness: mental health problems and particular groups in society, including children and adolescents; the service user movement in mental health; alternative treatments and some current research trends.

Politics, Policy and People (Core)

This module aims to increase students awareness of the extent to which the policy process of government affects individuals in their everyday personal and professional lives.

It will build on knowledge through a critical analysis of substantive areas of health and social care policy documentation, such a government policy on ageing, on disability, on social housing, on public transport, on benefits systems, on health and communities, on access to leisure and recreation and on communities.

Recognising and Responding to Change (Core)

The aim of this module is to introduce students to contemporary debates about responding to social change in health and social care.

It aims to encourage a critical understanding of the analyses within health and social policy transformations and the theories and evidence that matter in these debates. Students will have the opportunity to be introduced to the institutions, policies and populations implicated in responses to change and how people can make a difference.

Research Methods (Core)

The research methods module is intended to enable students to explore and develop a critical appreciation of health and social care research, utilising both quantitative and qualitative approaches.

Students may develop skills in reading, analysing, critically evaluating and utilising research, whilst having an opportunity to explore research methods. This will also help to prepare students for your Dissertation (Independent Study) in level three.

Level 3

Counselling and Guidance Skills (Option)

This module aims to introduce students to a range of contemporary models of counselling and guidance practice. The aim is to give students the opportunity to develop skills and attitudes that can be of value in a variety of human service settings. A key feature of the module will be to allow students the opportunity to make judgements as to the appropriateness of using such techniques in different scenarios.

Dissertation (Independent Study) (Core)

The aim of this module is for students to undertake an extended, independently produced, literature based research study in an area of health and/or social care in an area of their choosing.

Utilising and building on knowledge, theory, skills and values developed throughout their studies, students will be supported to synthesise a broad range of information into a coherent and competent study, demonstrating a capacity for independent thought and to use critical and analytical abilities.

Equality, Diversity and Human Rights (Core)

Students have the opportunity to examine the construction of difference, specifically its construction by dominant groups to form a basis for discrimination and oppression and erosion of human rights. Students may consider how emotions and beliefs can negatively impact on communication and how barriers to working across difference can be overcome, including the development of effective ways of communicating and working across difference, students will critically reflect on their own beliefs and their own practice in relation to working across difference in an unequal and diverse society.

Health Promotion and Behavioural Change (Core)

The aim of this module is for students to gain an understanding and skills in promotion of health and wellbeing.

Students can examine the historical, political, policy, economic, social and cultural influences that have determined and influenced initiatives and the provision of services to support individuals, groups and communities to make informed, healthy life style choices. The focus will be on developing knowledge of health and its determinants through an analyses of the complex issues regarding how health is created and how health behaviours are brought about. Students may consider how to champion ways of working to promote healthy and wellbeing, based on evidence of effectiveness and also clear ethical principles.

Leadership and Management (Core)

Following historical discussions, this module will focus on the contemporary provision of health and social care, particularly the challenges and rewards offered by the implementation of a partnership (multi-agency) approach.

Students will have the opportunity to develop a greater understanding of the impact on day-to-day management of organisational culture by looking at how to manage time, people and quality and the impact of good mentorship and leadership on effective management.

Skills for Professional Development (Core)

Although not engaged on a vocational programme with formally assessed placements, all students on the Health and Social Care programme are expected to acquire some relevant experience, either in a paid or voluntary capacity, whilst undertaking undergraduate studies. More details on this can be found under Placements in the Features Tab.

This module provides an opportunity to utilise relevant experience acquired in Health, Social Care, and Education and associated welfare practice environments as a basis for an organisational analysis and practice reflection. The module will be of particular value as a preparation for making career choices and to enhance employability by virtue of learning from experience.

Working With Adults (Option)

This module aims to offer students the opportunity to explore in depth the context and issues of adult health and social care and the work roles available within it.

It focuses on both national policy developments and local provision, with the emphasis on the perspectives of service users and practitioners. The module will be of particular value to students as a preparation for making career choices and to enhance their employability.

Working With Children and Families (Option)

This module considers how to engage with children and families to assess and respond to needs and how to make professional judgements in decisions to safeguard and promote children’s welfare. A further key theme is working in partnership both with children and families and other agencies, considering how, in practice this can best be promoted at different levels and stages of decision-making.

Emphasis will be on current research and developments. This module will be of particular value to students as a preparation for making career choices and to enhance their employability.

†The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

Special Features

First Aid Certificates

Students will have the opportunity to gain a certificate for First Aid training (basic and advanced) free of charge as part of the Human Bioscience module in the first year.

Students will also have the chance to gain a Mental Health First Aid certificate as part of the Mental Health and Wellbeing module in the second year. Again, the cost of this is covered by the School.

Graduate Career Destinations

Our graduates go on to work and study in a diverse range of disciplines. Some of our recent (2015) graduate destinations include:

  • PhD Student, University of Lincoln
  • MSc Social Work
  • MSc Social Research (Lincoln)
  • Project Manager (NHS)
  • MSc Developmental Psychology
  • MSc Physiotherapy
  • Care Home Recruitment Manager
  • Lecturer, Lincoln University
  • Primary School Teacher
  • Secondary School Teacher (H&SC)
  • Senior health care assistant in mental health ( BUPA)
  • Medical Laboratory Assistant (NHS)
  • School Liaison Officer
  • Project worker in Domestic Abuse
  • Substance misuse worker (Lincoln Prison)
  • Positive Health (Lincoln)
  • Emirates airline
  • Healthcare support worker (Lincoln hospital)

What Our Students Say About Us

“Studying BSc (Hons) Health and Social Care at the University of Lincoln was life changing for me. If I think back to when I started the course, my confidence has had a major boost over the years and I am very grateful for the support and encouragement from staff and fellow students. The course content and quality of teaching was excellent. It provided me with sound knowledge and skills base for studying at postgraduate level.” Alice, MSc Social Research

“The course has opened my mind to things I would have otherwise overlooked, and helped me discover the person I want to be.” Ebony, Year 2

“(The) University of Lincoln is such a friendly and welcoming place. All of the tutors I have met are extremely friendly, professional and supporting. I should have done this years ago” Sarah, Year 1

Placements

Although not engaged on a vocational programme with formally assessed placements, all students on the Health and Social Care degree are required to acquire relevant work experience in a paid or voluntary setting.

This can be undertaken at home during the summer or during term time in Lincoln and the surrounding areas. Students will be fully supported as they produce a written assignment about the organisation and plan their own professional development. There may be additional travel costs related to work placements, which are incurred by the student.

Although placements are not formally assessed, the work undertaken during any voluntary and paid placements in the first two years of the programme will inform the third year core module: Skills and Professional Development.

Placement Year

When students are on an optional placement in the UK or overseas or studying abroad, they will be required to cover their own transport and accommodation and meals costs. Placements can range from a few weeks to a full year if students choose to undertake an optional sandwich year in industry.

Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Facilities

At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.

View our campus pages [www.lincoln.ac.uk/home/campuslife/ourcampus/] to learn more about our teaching and learning facilities.

Career Opportunities

Graduates of the BSc (Hons) Health and Social Care degree go on to work in a variety of health and social care environments. Postgraduate options include roles in Clinical Research, Social Work, Child Studies, Occupational Therapy, Physiotherapy, Speech Therapy, Research, Nurse Training, Teacher Training

Graduates also go on to work in areas including the Police, Probation Service, Paramedics, Armed Forces, Older Adults, Children with Special Needs, Young Offenders, Self-Harm, Eating Disorders, Mental Health Issues, Counselling, Substance Misuse, Health Promotion, Charities. Please see the Features Tab for a list of graduate career destinations.

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information. [http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/]

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.

Other Costs

There is an opportunity for an overseas work experience visit to Europe as part of the Comparative Health and Social Care module. Students will be able to explore policies and practices relating to the needs of a service user group. The cost of this is approximately £400, which students are required to pay upfront. There are no marks awarded for participation in this trip, students who decide not to go would not be disadvantaged.

Related Courses

Nursing practice in the 21st Century is becoming increasingly demanding. Nurses play a key role, through their work in primary and secondary care settings, restoring and promoting health, supporting patients and their families and profiling healthcare needs of communities.
Nursing practice in the 21st Century is becoming increasingly demanding. Nurses play a key role, through their work in primary and secondary care settings, restoring and promoting health, supporting patients and their families and profiling healthcare needs of communities.
This degree responds to the rise of sedentary lifestyles and related ill-health by exploring how individuals and communities require distinct approaches to health and physical activity. This includes children, older adults, people with disabilities and those with long-term health conditions.

Introduction

Health and social care professionals can make a real difference to the lives of vulnerable people. This degree at Lincoln is founded on an integrated approach and aims to provide an understanding of policy and practice across the landscape of the sector.

BSc (Hons) Health and Social Care degree students at Lincoln have the opportunity to develop the knowledge, skills and values required to take on many of the new and emerging responsibilities within a range of care sectors. The degree emphasises practice-based learning, underpinned by academic theory. The School of Health and Social Care maintains close links with health trusts, local authorities and numerous voluntary and private organisations to ensure that teaching is informed by the latest developments in practice and policy.

You are taught by researchers and academics with both practical experience and professional links in the sector. A programme of visiting speakers also aims to engage students in real-world challenges and issues.

Career development is emphasised throughout the degree. It is expected that all students will have the opportunity to gain some work experience throughout the course of their degree. The course puts a high value on career planning and career development throughout all levels of study.

How You Study

Learning methods will consist of lectures, seminars, workshops, tutorials, visits and directed independent study. These sessions will include a range of learning experiences including didactic input, student interaction and role-play, videos, pod-casts discussions and debates.

Timetabled attendance is approximately 18 hours per week.

The first year introduces the fundamental theories, skills and knowledge of health and social care, including the context of practice in health and social care, the social and psychological development of children and adults and the values that underpin practice. Modules focus on developing communication skills and the consideration of professional values and ethics. Lectures and seminars are complemented by workshops, role-play exercises, debates, visits and independent study.

In the second year, the course explores the wider context of practice, including mental health and well-being, public policy and research skills for health and social practice, as well as opportunities to compare health and social care practice in other countries. Students are expected to develop quantitative and qualitative research skills and begin to assess how their learning will shape their future career path.

The final year of this degree focuses further on professional development, including leadership and management skills. Students undertake work experience during this year and an independent research study. There are optional modules in specialist areas including counselling and guidance, working with children and families and working with adults.

Students have the opportunity to work with students from other programmes including Law, Sport, Criminology and Political Sciences.

Contact Hours and Reading for a Degree

Students on this programme learn from academic staff who are often engaged in world-leading or internationally excellent research or professional practice. Contact time can be in workshops, practical sessions, seminars or lectures and may vary from module to module and from academic year to year. Tutorial sessions and project supervision can take the form of one-to-one engagement or small group sessions. Some courses offer the opportunity to take part in external visits and fieldwork.

It is still the case that students read for a degree and this means that in addition to scheduled contact hours, students are required to engage in independent study. This allows you to read around a subject and to prepare for lectures and seminars through wider reading, or to complete follow up tasks such as assignments or revision. As a general guide, the amount of independent study required by students at the University of Lincoln is that for every hour in class you are expected to spend at least two to three hours in independent study.

How You Are Assessed

A variety of assessment strategies are used including formative assessment, essays, reports, poster presentations, reflective journals, group work, in-class tests and examinations.

Assessment Feedback

The University of Lincoln's policy on assessment feedback aims to ensure that academics will return in-course assessments to students promptly – usually within 15 working days after the submission date (unless stated differently above)..

Methods of Assessment

The way students are assessed on this course may vary for each module. Examples of assessment methods that are used include coursework, such as written assignments, reports or dissertations; practical exams, such as presentations, performances or observations; and written exams, such as formal examinations or in-class tests. The weighting given to each assessment method may vary across each academic year. The University of Lincoln aims to ensure that staff return in-course assessments to students promptly.

Interviews & Applicant Days

If your application is shortlisted, we will invite you to attend a half day selection event via your UCAS Track. All communications are made via your UCAS Track so please keep checking your UCAS Track to find out whether you have been selected for interview and details of your interview date and time.

Our Interview factsheet aims to provide you with a comprehensive guide to the interview process http://bit.ly/2fXMEEn.

What We Look For In Your Application

We are looking for candidates who want to make a real difference to the lives of people in health and social care settings. We want students who will make a commitment to the course and to the curriculum content and who come with a good supportive reference.

Staff

Throughout this degree, students may receive tuition from professors, senior lecturers, lecturers, researchers, practitioners, visiting experts or technicians, and they may be supported in their learning by other students.

For a comprehensive list of teaching staff, please see our School of Health and Social Care Staff Pages.

Entry Requirements 2018-19

GCE Advanced Levels: BCC

International Baccalaureate: 28 points overall

BTEC Extended Diploma: Distinction, Merit, Merit

Access to Higher Education Diploma: A minimum of 45 level 3 credits, to include 30 at merit or above.

In addition, applicants should also have a minimum of three GCSEs (or the equivalent) at grade C or above, including English.

Mature students are invited to apply and applications will be assessed on an individual basis.

Shortlisted applicants will also have to pass screening processes in terms of professional suitability, including an Enhanced Disclosure and Barring Service (DBS) check for criminal convictions and a health declaration (formally known as a CRB check) The University will pay for the DBS check. It is important that you declare health issues or previous involvement with the criminal justice system so that an official decision about your suitability can be made. These issues do not automatically prevent entry and will be treated sensitively and in complete confidence.

If you would like further information about entry requirements, or would like to discuss whether the qualifications you are currently studying are acceptable, please contact the Admissions team on 01522 886097, or email admissions@lincoln.ac.uk.

Level 1

Communication and Engagement Skills (Core)

The aim of this module is for students to develop a range of communication and interpersonal skills necessary to communicate and engage effectively with others including service users, colleagues and other agencies. Emphasis will be placed on developing the ability to communicate and engage with warmth and empathy in differing contexts, including group settings, and overcoming barriers to communication.

Human Bioscience (Core)

This module aims to provide students with the necessary background in anatomy and physiology for understanding the structure and functions of the human body.

It is structured to promote an introductory understanding of human physiology relevant to students of health and social care. The importance of structures will be examined and also what can happen when things go wrong. Anatomy and physiology will be studied in relation to health (and wellbeing) and disease.

Psychological and Social Development (Adults) (Core)

Following on from the earlier module, students have the opportunity to study late adolescent and adult development from late teens to older age and death, especially in relation to physical, psychological and social changes.

This will offer the opportunity to explore the impact on development of individual factors (such as disability or gender), events (such as abuse or loss) and context (such as beliefs or legal frameworks). This will also continue to look at Study Skills especially following the first round of assessment (how to make feedback feed forward).

Psychological and Social Development (Children) (Core)

Students will be provided with a framework of theoretical and applied perspectives on the study of child and adolescent development (from birth to eighteen years) in relation to physical, psychological and social changes.

Students will have the opportunity to study a range of contemporary social issues, typically including self–harming; teenage pregnancy; self-image; and bullying (and the implications of social media). The impact will be assessed on not only children and young people but also their families and carers. This module will also utilise these topics to familiarise you with Study Skills e.g. using the Library, academic writing and all forms of academic assessment.

Social Aspects of Health (Core)

A variety of major sociological theories will be discussed. Students will be supported to apply these theories to a selection of social institutions such as the family, social class and education. Students will be introduced to the impact the family has on informal care provision in the UK, the impact social class has on health inequality in the UK and the role education plays on people’s health status.

The Public's Health (Core)

Why is this important? This module aims to introduce students to the concept of public health.

It outlines earlier and more recent policy influencing the provision of public health services. The main themes of white papers, ‘Choosing Health: Making Healthy Choices Easier’ (DH, 2004) and ‘Our health, our care, our say: a new direction for community services (DH, 2006) are explored in relation to public health service provision.

Values, Ethics and Rights (Core)

The aim of this module is to introduce students to the subjects of values, ethics and rights in Health and Social Care.

Students may develop an understanding of values, both personal and professional. Students will have the opportunity to explore ideas and discussions relating to values, including personal values, professional codes of ethics, inter-professional working practice, accountability, dominant social values, rights, organisational values and values conflict.

Level 2

Analysing Contemporary Issues in the Media (Core)

The module allows students to study a range of contemporary issues in health and social care. The course team aims to keep the curriculum content exciting and current by updating the curriculum on an annual basis. The areas that are included will reflect the expertise of the team as well as the current concerns for health and social care. At the present time the curriculum is likely to include the following areas/themes: domestic violence, substance misuse, homelessness, nosocomial infections, prisoners’ health and other relevant contemporary issues.

Comparative Health in Health and Social Care (Core)

The aim of this module is for students to examine contemporary International and European perspectives on health and welfare, with a focus on policy, provision, systems and practice. The focus will be on supporting students to use comparative analysis to understand different provision, explore ways of working within and across geographical boundaries. Students may examine a range of global issues and their impact on populations and their wellbeing. A specific feature of this module is the choice to participate in a study trip abroad that will explore the range of health and social care services available to older people. More information, including costs relating to this trip are outlined in the Fees Tab.

Criminology and Social Justice (Core)

The module will take an interdisciplinary approach by examining how people think, act and interact with one another. In doing so it will challenge 'taken for granted' notions about crime and punishment. By focusing upon the development of the individual person behind the crime this allows us to address the question of motivations for crime as well as the role of psychology in responding to crime. Students will be expected to consider the implications of crime not only the prisoner but also the children, the family and wider society.

Health Psychology (Core)

This module aims to give students the opportunity to examine how different people respond to health, wellbeing and illness. The role of the rapidly expanding discipline of health psychology can be discussed in relation to psychological procedures for the assessment, intervention and prevention of ill health. Students also have the opportunity to consider individuals, families, age, cultures, religions, gender, psychological and social health and wellbeing.

Mental Health and Wellbeing (Core)

The module will provide students with an opportunity to study mental health and wellbeing. This will include a broad coverage of the history of research and treatment relating to mental health and illness; the legal framework and the particular role of health and social care practitioners; diagnostic categories and frameworks and typical mental illnesses; social science and social understandings of mental health and illness: mental health problems and particular groups in society, including children and adolescents; the service user movement in mental health; alternative treatments and some current research trends.

Politics, Policy and People (Core)

This module aims to increase students awareness of the extent to which the policy process of government affects individuals in their everyday personal and professional lives.

It will build on knowledge through a critical analysis of substantive areas of health and social care policy documentation, such a government policy on ageing, on disability, on social housing, on public transport, on benefits systems, on health and communities, on access to leisure and recreation and on communities.

Recognising and Responding to Change (Core)

The aim of this module is to introduce students to contemporary debates about responding to social change in health and social care.

It aims to encourage a critical understanding of the analyses within health and social policy transformations and the theories and evidence that matter in these debates. Students will have the opportunity to be introduced to the institutions, policies and populations implicated in responses to change and how people can make a difference.

Research Methods (Core)

The research methods module is intended to enable students to explore and develop a critical appreciation of health and social care research, utilising both quantitative and qualitative approaches.

Students may develop skills in reading, analysing, critically evaluating and utilising research, whilst having an opportunity to explore research methods. This will also help to prepare students for your Dissertation (Independent Study) in level three.

Level 3

Counselling and Guidance Skills (Option)

This module aims to introduce students to a range of contemporary models of counselling and guidance practice. The aim is to give students the opportunity to develop skills and attitudes that can be of value in a variety of human service settings. A key feature of the module will be to allow students the opportunity to make judgements as to the appropriateness of using such techniques in different scenarios.

Dissertation (Independent Study) (Core)

The aim of this module is for students to undertake an extended, independently produced, literature based research study in an area of health and/or social care in an area of their choosing.

Utilising and building on knowledge, theory, skills and values developed throughout their studies, students will be supported to synthesise a broad range of information into a coherent and competent study, demonstrating a capacity for independent thought and to use critical and analytical abilities.

Equality, Diversity and Human Rights (Core)

Students have the opportunity to examine the construction of difference, specifically its construction by dominant groups to form a basis for discrimination and oppression and erosion of human rights. Students may consider how emotions and beliefs can negatively impact on communication and how barriers to working across difference can be overcome, including the development of effective ways of communicating and working across difference, students will critically reflect on their own beliefs and their own practice in relation to working across difference in an unequal and diverse society.

Health Promotion and Behavioural Change (Core)

The aim of this module is for students to gain an understanding and skills in promotion of health and wellbeing.

Students can examine the historical, political, policy, economic, social and cultural influences that have determined and influenced initiatives and the provision of services to support individuals, groups and communities to make informed, healthy life style choices. The focus will be on developing knowledge of health and its determinants through an analyses of the complex issues regarding how health is created and how health behaviours are brought about. Students may consider how to champion ways of working to promote health and wellbeing, based on evidence of effectiveness and also clear ethical principles.

Leadership and Management (Core)

Following historical discussions, this module will focus on the contemporary provision of health and social care, particularly the challenges and rewards offered by the implementation of a partnership (multi-agency) approach.

Students will have the opportunity to develop a greater understanding of the impact on day-to-day management of organisational culture by looking at how to manage time, people and quality and the impact of good mentorship and leadership on effective management.

Skills for Professional Development (Core)

Although not engaged on a vocational programme with formally assessed placements, all students on the Health and Social Care programme are expected to acquire some relevant experience, either in a paid or voluntary capacity, whilst undertaking undergraduate studies. More details on this can be found under Placements in the Features Tab.

This module provides an opportunity to utilise relevant experience acquired in Health, Social Care, and Education and associated welfare practice environments as a basis for an organisational analysis and practice reflection. The module will be of particular value as a preparation for making career choices and to enhance employability by virtue of learning from experience.

Working With Adults (Option)

This module aims to offer students the opportunity to explore in depth the context and issues of adult health and social care and the work roles available within it.

It focuses on both national policy developments and local provision, with the emphasis on the perspectives of service users and practitioners. The module will be of particular value to students as a preparation for making career choices and to enhance their employability.

Working With Children and Families (Option)

This module considers how to engage with children and families to assess and respond to needs and how to make professional judgements in decisions to safeguard and promote children’s welfare. A further key theme is working in partnership both with children and families and other agencies, considering how, in practice this can best be promoted at different levels and stages of decision-making.

Emphasis will be on current research and developments. This module will be of particular value to students as a preparation for making career choices and to enhance their employability.

†The availability of optional modules may vary from year to year and will be subject to minimum student numbers being achieved. This means that the availability of specific optional modules cannot be guaranteed. Optional module selection may also be affected by staff availability.

Special Features

First Aid Certificates

Students will have the opportunity to gain a certificate for First Aid training (basic and advanced) free of charge as part of the Human Bioscience module in the first year.

Students will also have the chance to gain a Mental Health First Aid certificate as part of the Mental Health and Wellbeing module in the second year. Again, the cost of this is covered by the School.

Students who choose the Counselling and Guidance Skills module in year three also have the opportunity to undergo Suicide Awareness and Intervention Training. All costs related to this are covered by the School.

Graduate Career Destinations

Our graduates go on to work and study in a diverse range of disciplines. Some of our recent graduate destinations and further study routes include:

  • PhD Student, University of Lincoln
  • MSc Social Work
  • MSc Social Research (Lincoln)
  • Project Manager (NHS)
  • MSc Developmental Psychology
  • MSc Physiotherapy
  • Care Home Recruitment Manager
  • Lecturer, Lincoln University
  • Primary School Teacher
  • Secondary School Teacher (H&SC)
  • Senior health care assistant in mental health ( BUPA)
  • Medical Laboratory Assistant (NHS)
  • School Liaison Officer
  • Project worker in Domestic Abuse
  • Substance misuse worker (Lincoln Prison)
  • Positive Health (Lincoln)
  • Emirates airline
  • Healthcare support worker (Lincoln hospital)

What Our Students Say About Us

“Studying BSc (Hons) Health and Social Care at the University of Lincoln was life changing for me. If I think back to when I started the course, my confidence has had a major boost over the years and I am very grateful for the support and encouragement from staff and fellow students. The course content and quality of teaching was excellent. It provided me with sound knowledge and skills base for studying at postgraduate level.” Alice, MSc Social Research

“The course has opened my mind to things I would have otherwise overlooked, and helped me discover the person I want to be.” Ebony, Year 2

“(The) University of Lincoln is such a friendly and welcoming place. All of the tutors I have met are extremely friendly, professional and supporting. I should have done this years ago” Sarah, Year 1

Placements

Although not engaged on a vocational programme with formally assessed placements, all students on the Health and Social Care degree are required to acquire relevant work experience in a paid or voluntary setting.

This can be undertaken at home during the summer or during term time in Lincoln and the surrounding areas. Students will be fully supported as they produce a written assignment about the organisation and plan their own professional development. Students are responsible for their own travel, accommodation and general living costs while on a study trip or placement.

Although placements are not formally assessed, the work undertaken during any voluntary and paid placements in the first two years of the programme will inform the third year core module: Skills and Professional Development.

Placement Year

When students are on an optional placement in the UK or overseas or studying abroad, they will be required to cover their own transport and accommodation and meals costs. Placements can range from a few weeks to a full year if students choose to undertake an optional sandwich year in industry.

Students are encouraged to obtain placements in industry independently. Tutors may provide support and advice to students who require it during this process.

Student as Producer

Student as Producer is a model of teaching and learning that encourages academics and undergraduate students to collaborate on research activities. It is a programme committed to learning through doing.

The Student as Producer initiative was commended by the QAA in our 2012 review and is one of the teaching and learning features that makes the Lincoln experience unique.

Facilities

At Lincoln, we constantly invest in our campus as we aim to provide the best learning environment for our undergraduates. Whatever the area of study, the University strives to ensure students have access to specialist equipment and resources, to develop the skills, which they may need in their future career.

View our campus pages [www.lincoln.ac.uk/home/campuslife/ourcampus/] to learn more about our teaching and learning facilities.

Career Opportunities

Graduates can go on to work in a variety of health and social care environments, including roles in healthcare, social care, clinical effectiveness, education at all levels including special educational needs and disability (SEND), public health, health promotion, the penal system, the armed forces, the police, paramedic services, children and vulnerable adult services and charities.

There are opportunities for graduates to undertake roles in public sector leadership, management, public health and social care research, evaluation and policy development. Others may choose to undertake further qualifications to become nurses, occupational therapists, physiotherapists, teachers, psychologists and social workers via postgraduate entry to these professions. This course enables students to meet the necessary entry requirements for courses in these areas.

Careers Service

The University Careers and Employability Team offer qualified advisors who can work with students to provide tailored, individual support and careers advice during their time at the University. As a member of our alumni we also offer one-to-one support in the first year after completing a course, including access to events, vacancy information and website resources; with access to online vacancies and virtual resources for the following two years.

This service can include one-to-one coaching, CV advice and interview preparation to help you maximise our graduates future opportunities.

The service works closely with local, national and international employers, acting as a gateway to the business world.

Visit our Careers Service pages for further information. [http://www.lincoln.ac.uk/home/campuslife/studentsupport/careersservice/]

Additional Costs

For each course students may find that there are additional costs. These may be with regard to the specific clothing, materials or equipment required, depending on their subject area. Some courses provide opportunities for students to undertake field work or field trips. Where these are compulsory, the cost for the travel, accommodation and meals may be covered by the University and so is included in the fee. Where these are optional students will normally (unless stated otherwise) be required to pay their own transportation, accommodation and meal costs.

With regards to text books, the University provides students who enrol with a comprehensive reading list and our extensive library holds either material or virtual versions of the core texts that students are required to read. However, students may prefer to purchase some of these for themselves and will therefore be responsible for this cost. Where there may be exceptions to this general rule, information will be displayed in a section titled Other Costs below.

Other Costs

There is an opportunity for an overseas work experience visit to Europe as part of the Comparative Health and Social Care module. Students will be able to explore policies and practices relating to the needs of a service user group. The cost of this is approximately £400, which students are required to pay upfront. There are no marks awarded for participation in this trip, students who decide not to go would not be disadvantaged.

Related Courses

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This degree responds to the rise of sedentary lifestyles and related ill-health by exploring how individuals and communities require distinct approaches to health and physical activity. This includes children, older adults, people with disabilities and those with long-term health conditions.

Tuition Fees

2017/18UK/EUInternational
Full-time £9,250 per level £14,500 per level
Part-time £77.00 per credit point  N/A
Placement (optional) Exempt Exempt

 

2018/19UK/EUInternational
Full-time £9,250 per level £15,600 per level
Part-time £77.00 per credit point  N/A
Placement (optional) Exempt Exempt

In 2018/19, fees for all new and continuing undergraduate UK and EU students will be £9,250.

Please note that not all courses are available as a part-time option.

For more information and for details about funding your study, please see our UK/EU Fees & Funding pages or our International funding and scholarship pages. [www.lincoln.ac.uk/home/studyatlincoln/undergraduatecourses/feesandfunding/] [www.lincoln.ac.uk/home/international/feesandfunding/]

The University intends to provide its courses as outlined in these pages, although the University may make changes in accordance with the Student Admissions Terms and Conditions [www.lincoln.ac.uk/StudentAdmissionsTermsandConditions].