Outline the historical development of sexualities and sexually transmitted infections (STIs)

Skills:

• Undertake a risk and sexual health history (F)
• Develop and deliver health promotion materials (S)

Values and attitudes:

• Discuss the variety and diversity of different individuals and social groups (F)
• Demonstrate sensitivity and empathy for those whose experience or identity varies from normative behaviours and recognise their impact on a range of social roles and settings (F)
• Consider and outline the role that gender and sexualities research plays in the world around you, and the contribution it makes to contemporary society (F)
• Demonstrate sensitive communication skills in a non-judgemental manner (F)

HOW WILL I LEARN?

The variety of teaching and learning methods used in this module will provide a safe environment for you to explore your own knowledge base, issues, worries and concerns. Participation in a range of activities and online learning through the City, University of London Moodle VLE will equip you with the essential knowledge base which you can apply to practice.

Classroom facilitated learning will be complemented by student directed individual and online learning. We will encourage you to prepare for your sessions through a variety of methods such as completing online materials (quizzes and discussion forums), which will be required to maximise your learning experience and achievements. You will be directed to key literature and recent research so that you develop an awareness of contemporary thinking.

This 15 credit module will have a total of 150 hours student learning and will be delivered at HE level 5. The face-to-face contact time will provide an exploration of key principles and information on the subject area with guidance of areas you can explore further. We will encourage you to share experiences and contribute to the module by actively engaging within the class setting in group work, case studies and presentations.

The student directed hours are for you to follow up sessions with reading and undertake other activities that will enable you to develop your assessment and learning. You will have the opportunity to undertake formative assessment activities (presentations, clinical skills, group discussions, discussion forums) which will help you complete your assessment and build confidence to enable you to plan your future learning. Opportunities for feedback will include peer feedback, lecturer feedback and completion of on-line activities.

Formative assessments in this module may vary but will include group work to generate new knowledge and insights. Scenario-based activities will enable you to apply your knowledge and demonstrate understanding and with support enable you to identify your learning and future learning.

This module’s contact hours will be delivered using a number of different approaches. As an example, you may have a combination of in-person sessions (i.e. face to face on campus), and/or online synchronous sessions (participants are engaged at the same time online) and online asynchronous guided activities (you need to plan time to engage with these so you are prepared for the in person and synchronous sessions. These may include viewing recorded lectures and/or other online resources, reading materials, undertaking quizzes, completing exercises and chatting on forums.) In addition to these teaching delivery approaches, you will undertake your own independent study, which may involve wider reading, independent research, skills practice and preparation for assessment. Please see this module’s Moodle page and/or handbook for further information.

Totals                                      27                    123                      0                     150

WHAT TYPES OF ASSESSMENT AND FEEDBACK CAN I EXPECT?

Assessments Formative

You will be involved in activities within the module which will offer formative feedback such as quizzes, group work, peer feedback, facilitated discussion

Summative

This assessment requires you to develop a health promotion resource with a supporting 1500-word essay giving rationale for its content. In this essay you are required to identify the main reasons for developing the health promotion material and the 

intended impact on the health of individuals and the community. You will be expected to discuss the significance of the key features of the health promotion resource and to consider the factors that might influence its success. You should reflect on your own learning and explain how this will influence your future practice and your own health and well-being.

Assessment pattern:

Assessment criteria

Assessment Criteria are descriptions of the skills, knowledge or attributes you need to demonstrate in order to complete an assessment successfully and Grade-Related Criteria are descriptions of the skills, knowledge or attributes you need to demonstrate to achieve a certain grade or mark in an assessment. Assessment Criteria and

Grade-Related Criteria for module assessments will be made available to you prior to an assessment taking place. More information will be available from the module leader.

Feedback on assessment

Following your assessment, you will be given you marks and feedback in line with the Assessment Regulations and Policy. You will receive more information on the timing and type of feedback that will be provided for each assessment from the module leader.

Assessment Regulations

The Pass mark for the module is 40%. Any minimum qualifying marks for specific assessments are listed in the table above. The weighting of the different components can also be found above. The Programme Specification contains information on what happens if you fail an assessment component or the module.

INDICATIVE READING LIST

Gelbart M, Jones M. (2018). Nursing Patients with Sexually Transmitted diseases and HIV/AIDS. In Brooker, Chris and Nicol, Maggie (Editors). Alexander’s Nursing Practice. Elsevier, London.

McCormack S, Fidler S, Waters L, et al, 2016. BHIVA–BASHH Position Statement on PrEP in UK Second Update May 2016. London

Molina J M, Capitant C, Spire B, et al (2015). On-Demand Pre-exposure Prophylaxis in Men at High Risk for HIV-1 Infection. New England Journal of Medicine. Dec 373: 2237-2246

Public Health England, (2017). Sexually Transmitted Infections and Chlamydia Screening in England 2016. Health Protection Report. Volume 11 Number 20 June 2017.

e-learning -

e-learning for health – Sexual and Reproductive Health

www.e-lfh.org.uk/programmes/sexual-and-reproductive-healthcare/

e-learning for health – HIV and Sexually Transmitted Infections www.e-lfh.org.uk/programmes/sexual-health-and-hiv/

Websites –

British Association for Sexual Health and HIV British Association for Sexual Health and HIV, www.bashh.org.uk

British HIV Association, www.bhiva.org

Faculty of Sexual & Reproductive Health, www.fsrh.org/home/

Version: 4.0

Version date: August 2021 For use from: 2021-22

Appendix: see http://www.hesa.ac.uk/component/option,com_studrec/task,show_file/Itemid,233/mnl,12 051/href,JACS3.html/ for the full list of JACS codes and descriptions