Case study

1 - Written assignment (including essay) - 50

Log-book

2 - Portfolio - 50

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<ul><li>Introduction to Chronic Disease Management and LTCs: Establishing the context of LTCs and the role of coordinated healthcare in chronic disease management; exploration of the societal, interpersonal and psychological impact of chronic illness, emphasising patient-centred care. Key features of diabetes, cardiovascular conditions, respiratory conditions, neurological conditions, cancer and long-covid.   </li></ul>
<ul><li>Enhancing Engagement and Assessment: Techniques to build rapport and trust with patients, including a shared understanding approach to treatment planning. Adaptations to the low-intensity problem focus assessment for LTCs.   </li></ul>
<ul><li>Adapting Low-Intensity Interventions: Tailoring interventions to meet the unique needs of individuals with LTCs. </li></ul>
<ul><li>Group-Based Low-Intensity Interventions: Approaches for delivering group interventions that enhance patient interaction and peer support.  </li></ul>
<ul><li>Reflective Practice and Supervision: Building reflective skills to enhance therapeutic practice and improve outcomes for patients with complex, long-term health needs.  </li></ul>

Feedback is provided in a number of ways throughout your module. This includes feedback you receive during teaching from both peers and lecturers and that provided for formative assessment. Following an assessment, you will be given your marks and feedback in line with the assessment regulations and policy. More information on the timing and type of feedback that will be provided for each assessment will be available from the module leader. <a href='https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations'>https://www.citystgeorges.ac.uk/about/governance/policies/student-policies-and-regulations</a>

This module will support the development of all the graduate attributes. Your module leader will provide you with information about how your learning, teaching and assessment activities support your development of these attributes. The graduate attributes are: - Always learning - Engaged in the world - Technical and digital - Connected Professional - Creating Impact

In-Person - 

Placement - 

Directed Asynchronous - 

Self-directed - 

Diabetic Medicine, 23(11), 1165–1173

The prevalence of co-morbid depression in adults with Type 2 diabetes: A systematic review and meta-analysis.  

Journal of Affective Disorders, 103(1–3), 113–120.

Depression–anxiety relationships with chronic physical conditions: Results from the World Mental Health Surveys.

The Lancet, 377(9768), 823–836

Comparison of adaptive pacing therapy, cognitive behaviour therapy, graded exercise therapy, and specialist medical care for chronic fatigue syndrome (PACE): A randomised trial

 Depression in Adults with a Chronic Physical Health Problem: Recognition and Management (NICE Guideline CG91)

CBT for long-term conditions and medically unexplained symptoms: A practitioner's guide.

Psychological Wellbeing Practitioner for Long-Term Conditions Curriculum.

The role of collective efficacy in long-term condition management: A meta-synthesis. 

Low Intensity CBT Interventions: A Practitioner’s Guide

IAPT LTC Full Implementation Guidance.

Working with Long-Term Health Conditions

Container 1

PSM014 - Working with Long-Term Health Conditions

PSM014-PRD2-PER-ALV1

The teaching on this module will be delivered over 10 teaching sessions that combine various teaching methods to support your learning journey. The approach will include a mix of didactic teaching, online resources, and interactive, practical learning activities, such as video materials, expert patient contributions, specialist practitioners (e.g., doctors, nurses, physiotherapists, dieticians), and third-sector representatives. The module will integrate problem-based learning, self-reflection, and practical role-play to solidify learning in real-world contexts. To enhance the your experience, you will also engage in group activities, discussions, and reflective exercises designed to help you apply theory to practice. Knowledge tests and reflections at the end of each teaching day will ensure the consolidation of learning and will guide you towards deeper understanding.  
 
The practical learning and the clinical skills are supplemented by you engaging in clinical work with patients with a LTCs throughout the module. There is a 1h supervision group which will take place weekly and have a focus on the development of clinical skills, and you will be offered an additional 1h of supervision to go through your log-book.

In-person – refers to where a student attends classes in a physical learning space. This will be supported by online learning resources that all students can access online. 
 
Synchronous online – refers to where a student attends classes online in real time with interaction between the lecturer and other students taking place online.  This will be supported by online learning resources that all students can access online asynchronously. 
Hybrid refers to where the student may have some flexibility in deciding their mode of attendance. The student may be able to choose to attend all or some of the lectures, seminars and support sessions online or in-person. In this mode, some students will be attending lectures and seminars online with others attending in-person. This mode of study will be delivered from a physical learning space and supported by online learning resources that all students can access online.  
 
Directed online study – refers to where a student is taking a fully online programme with specific activities and resources that students are directed to undertake asynchronously by the lecturer to meet the learning outcomes of the programme/module.

Show consideration for and adhere to the rules and regulations of the University.  

Values and attitudes

Analyse the psychological and physical impacts of long-term conditions such as diabetes, respiratory diseases, cardiac conditions, cancer, and long-Covid, including associated mental health challenges. 

Knowledge

Identify NICE-recommended low-intensity psychological interventions and their evidence base for treating co-occurring mental health issues in the context of long-term conditions. 

Evaluate models of integrated healthcare service delivery, including multidisciplinary collaboration, care pathways, and community-based interventions for chronic disease management. 

Exhibit professionalism, integrity, and adherence to ethical standards when engaging with patients, colleagues, and carers. 

Conduct comprehensive assessments for patients with long-term conditions, incorporating psychological, physical, and lifestyle factors to inform care planning. 

Skills

Advocate for compassionate, person-centred care that respects individual experiences of chronic illness and promotes patient autonomy and self-management. 

Implement and adapt low-intensity psychological interventions such as behavioural activation, CBT-based guided self-help, and sleep management to suit individual needs and contexts. 

Facilitate effective communication with patients, families, and multidisciplinary teams to ensure continuity and coordination of care.

Employ risk management strategies, including recognising and responding to physical health emergencies and mental health crises in chronic disease contexts. 

Examine the incidence, prevalence, and cultural diversity in health and illness presentations, and their implications for healthcare provision. 

Follow good academic practice and maintain academic integrity: correctly reference the work of others and adhere to University regulations regarding plagiarism and academic misconduct. 

Develop and deliver group-based low-intensity psychological interventions tailored to the needs of individuals with long-term conditions. 

Critically evaluate the principles of chronic disease management, including coordinated healthcare interventions and their application in diverse healthcare settings. 

Demonstrate cultural sensitivity and inclusivity in addressing diverse health and illness beliefs, ensuring equitable access to care for all patients. 