Practitioners in Healthcare Ethics, Theology and Care
FdA

Bioethics One: Approaches to Healthcare Ethics

(Core)

In the context of healthcare practised in the UK, there is currently a range of approaches to ethical questions. This module introduces students to some basic moral principles and ideas, including Christian insights, into healthcare ethics. It also explores some fundamental issues concerning healthcare ethics, in particular at the beginning and end of human life, and issues of the sanctity of life, autonomy and human dignity.

Assessment: 50% media portfolio (to demonstrate awareness of ethical issues and approaches). 50% essay (to show competence in forming ethical argument)

Care One: The Vocation of the Healthcare Practitioner

(Core)

As well as being a professional activity, the work of a healthcare practitioner is an expression of the love of neighbour where one person is entrusted to the good conscience of another. This module examines the professional codes and virtues associated with healthcare where the patient is not seen as an anonymous clinical case but rather as a person who deserves to be treated with compassion and empathy. It explores the art of listening and it allows students to discuss the need for self-care. It includes the conversation surrounding responsibilities within the student’s own practice, co-operation and team work, and the working of the ethics committee.

Assessment: 50% online dialogue (to demonstrate practical dialogue with colleagues). 50% presentation (to show communication and listening skills)

Dying, Death, Grief and Bereavement

(Core)

Although there are many ways to think about the dying process, dying, death and the grief and bereavement that follow, are charged with meaning and mystery. This module allows students to explore the reality of care, and in particular spiritual care, needed at this significant time in a person’s journey, through the lens of the art of dying well. It looks at the changing relationships involved when people encounter dying and death, the need for good and effective communication, and the building up of trust. It reflects on the fragility of life and the reality of death in the light of the incarnation, resurrection, and Christian hope.

Assessment: 100% Reflective journal of the student’s own choice relevant to the module and under the supervision of a personal tutor (to promote reflection on the student’s particular professional pathway)

Healthcare Ethics, Theology and Care in Context

(Core)

This introductory module has two important roles. It helps students to explore healthcare in its institutional and theological contexts. It also familiarises students with key skills, basic study and learning resources, and assessment techniques. These two strands enable the healthcare practitioner to engage in careful reflection on healthcare.

Assessment: 50% logbook (to show the beginnings of self reflection). 50% review of a document (to demonstrate knowledge of institutional and theological contexts)

Religious Perspectives on Healthcare

(Core)

Healthcare practitioners respond to the needs of all those entrusted to their care and they work with colleagues of different faiths and none. This module draws upon insights from the major world faith traditions and, also in dialogue with the secular world, it explores how different approaches can inform practice. In particular, it considers the place of ritual in healthcare.

Assessment: 50% dialogue (to demonstrate an understanding of another faith tradition). 50% essay (to provide evidence of an awareness of difference and commonality in diverse traditions)

The Human Person: Focus of Care

(Core)

Healthcare practitioners are at the service of their fellow human beings. This module considers different understandings of human nature and human beings. With reference to classical, modern and theological ideas, it discusses terms such as ‘soul, ‘body’, ‘person’, ‘image of God’, and human ‘life’ and ‘death’. Fundamental questions about being human are explored at a theoretical level and students are invited to reflect on these differing views to see how these views may inform their healthcare practice.

Assessment: 50% mind map (to indicate the link between theory and practice). 50% essay (to demonstrate the grasp of some foundational terms)

Bioethics Two: Case Studies

(Core)

With the increasing advances of technology, new challenges and possibilities are emerging in healthcare. This module uses the methodology of the case study to examine some contentious issues from the beginning of life, through life in disability, to issues at the end of life, and it also considers conscientious objection. It enables students to develop a critical reflection on difficult ethical dilemmas.

Assessment: 50% presentation (to show critical reflection on a bioethical issue). 50% case study (to demonstrate engagement at a detailed level)

Care Two: Person-Centred Care

(Core)

Care that is truly person-centred affirms the dignity of all human beings in that healthcare setting and it is a requirement of justice. This module focuses on areas of care that are of particular concern in the UK in the twenty-first century. Among these, it looks at care for elderly people, for those suffering from dementia, for people with disabilities, and for those with mental health issues. It draws links with the ‘see, judge, act’ method and with principles of Catholic Social Teaching – dignity of the human person, solidarity, subsidiarity, option for the marginalised, justice – principles that can be understood philosophically as well as theologically to be foundational for good and effective care.

Assessment: 50% case study. 50% presentation

Pastoral Reflection

(Core)

The strong link between theory and practice that is at the heart of this course ensures that learning is both realistic and relevant. This module is based on the experience of the student’s own particular practice in healthcare. It assists the student in methods of self-reflection so that the student is able to identify and analyse relevant significant events and respond with theological reflection and pastoral planning. The pattern of reflection allows each student to explore particular issues in patient care that are relevant to their own professional practice.

Assessment: • 100% Reflective log book under the supervision of a personal tutor (to show the development of a critical attitude to professional practice)

Religion and Psychology

(Core)

This module seeks to address issues such as the relationship between psychology and religion. Since healthcare chaplaincy seeks to promote mental and spiritual wholeness, students will be invited to map some of the territories where religion and psychology intersect. The course also examines the extent to which the emergence of the psychology of religion has contributed insights to theology, spirituality and healthcare.

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Assessment: 50% presentation to link theory (to practice and communicate the result to colleagues). 50% essay (to demonstrate competence in forming and expressing a balanced)

Spirituality

(Core)

This module will explore a basic psychological and sociological outline of human development and illness. The learner will discover how illness affects different ages and generations. The module will also provide the student with a basic understanding of how healthcare professionals, including Chaplains, seek to support a diversity of disabilities, which includes the disciplines of mental health and care of the elderly.

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Assessment: 50% presentation (to illustrate familiarity with thinkers and texts). 50% reflective essay (to link theory with personal experience)

Supervised Essay

(Optional)

This module is deliberately open and flexible. Reflecting the notion of student led learning, it allows the student to test out ideas and link their faith tradition to healthcare practice.

Assessment: 30% presentation. 70% essay

The Human One

(Optional)

Jesus Christ is The Good Samaritan who binds up all our wounds, and in their turn, healthcare practitioners carry on his healing ministry as good Samaritans. The module inquires into the gospel witness to Jesus. It gives students the opportunity to deepen their theological understanding of the context and significance of the words and deeds of Jesus. Students are encouraged to reflect critically on how Jesus is the model for the healthcare practitioner.

Assessment: 50% online discussion (to demonstrate ability to respond to the ebb and flow of an argument). 50% essay (to demonstrate critical awareness of a topic)