Critically Explore Aspects of Discrimination and Oppression That People May Experience
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Field name / Comments/notes
Title / Anti-Discriminatory Practice
Code / NG305
Level / 6
Credit rating / 20
KSF Skills / 7, 8, 9, 10
Pre-requisites / Entry requirements for BSc(Hons) Professional Practice.
Students will normally have achieved a full diploma.
Type of module / Extensive over one semester
Aims / To critically explorediscrimination from the perspective of those experiencing it. Ageism, sexism, racism and elder abuse may all be experienced by people when they come into contact with services. This module critically analyses a model of anti-discriminatory practice and offers students ways to challenge negative attitudes and outdated ways of working.
Learning outcomes / After completing this module students will be able to:
- Critically explore aspects of discrimination and oppression that people may experience when using services.
- Critique, analyse and evaluate current policies, procedures, regulations and eligibility criteria used in practice to ensure they are not discriminating.
- Develop and critique knowledge and understanding of the legal, moral, professional and ethical issues relating to their work roles, (e.g. not for resuscitation orders, euthanasia etc).
- Explore and justify the development of knowledge and skills to combat negative attitudes related to: age, race, sex, sexual orientation and disability.
- Critically examine the role of multi-agency collaboration and co-operation across health and social care.
- Recognise and respond to elder abuse.
- Critique models for understanding disability and chronic illness.
Content / Equality Act 2000
The NHS Knowledge and Skills Framework (2004)
Policy context e.g. National Service Framework’s milestones
Legislation re disability, racism etc
Disability Discrimination Act 2005
Race equality and diversity strategies
Models of anti-discriminatory practice
Concept and development of user involvement
Concepts and theories of health care ethics
Models of person-centred care
Change management theory
Self-awareness/assertiveness theory
Elder abuse and the protection of vulnerable adults
Models of disability
History and current perspectives on disability rights
Teaching and learning strategies / Teacher led sessions, discussion groups, debates, student-led seminars.
200 hours
60 hours = direct tutor contact
80 hours = private study
60 hours = linked to practice
Learning support / Department of Health. 2004. Sharing the challenge, sharing the benefits-equality and diversity in the medical workforce.London: The Stationery Office.
Edwards, S.D. 2005. Disability:Definitions, Values and Identity.Oxford:..Radcliffe.
Helman, C, G. 2007. Culture, Health and Illness 5th Ed London: Hodder Arnold.
Parker, J. and P. Kingstone. 2000. Elder Abuse. London: British Association of Social Workers
Solomos, J. 2003 3rd ed. Race and Racism in Britain. Palgrave Macmillan
Thompson, N. 2003. 3rd ed. Anti-discriminatory Practice. Palgrave Macmillan
Assessment tasks / Assignment = 50% of total mark, 2500 words.
Critically analyse the impact of specific anti-discriminatory legislation/policy/guidelines that have been (or is to be) implemented in your work setting. Demonstrate your understanding of underlying theories and concepts by justifying how this legislation has contributed to the notion of person-centred, anti-discriminatory practice with older people.
The Clinical Link Learning Activities = 50% of total mark.
The student will be expected to choose two (500 words each) from the following:
- Identify an example of an ageist policy, procedure or practice within your work setting. Comment on its effect on older people/service users
- Identify examples of ageist attitudes of older people themselves. Comment on the effect this internalisation of ageism has on the life of the older person.
- Make critical notes on the skills you have used to manage an ethical dilemma concerning potential discrimination involving a service user.
- Identify criteria by which a person who is likely to be affected by multiple discrimination can be recognised. Comment on the components of this and analyse the likely impact on the person.
- Critically analyse the impact of legislation or policy or guidelines that affects people with chronic illness or disability in your workplace.
- Make critical notes on how your work environment ‘disables’ service users’ independence. What simple adaptations may be made to enhance this environment?
Brief description / This module recognises the many facets of discrimination that people face when they come into contact with health and social services. The module requires students to critically analyse the extent to which their role and organisation encourages discrimination and what they can and must do about this. The need to recognise and challenge discrimination and oppression is fundamental in organisations which claim to value diversity and offer person centred services.
Area exam board / SNM Undergraduate CPE
Module team / Frances Basset, Brenda Hawkey, Dr Elaine Arnold, Janet Miller
Lynne Phair, Prof Angie Hart
Semesters / One and two
Date of first approval / 1996
Date of last revision
Date of approval of this version / June 2008
Version number / 3
Replacement for previous module
Site where delivered / Falmer, Brighton
Field for which module is acceptable and status in that field / Nursing - Mandatory / Optional
Course(s) for which module is acceptable and status in course / BSc(Hons) Professional Practice - mandatory / optional.
School home / SNM
External examiner / Denise Forte (expires Dec 08).