Module manager: Dr Jane Harvey-Lloyd
Email: j.harvey-lloyd@leeds.ac.uk
Taught: Semester 1 (Sep to Jan) View Timetable
Year running 2026/27
See programme entry requirements.
This module is not approved as an Elective
The quality of care provided by health and social care professionals has continued to be the subject of many reviews, publications and reports over the years. In recent years, the emergence of person-centred care (PCC) has been at the forefront of improving the quality of care for service users and underpins the need for health and social care professionals to focus care on the needs of the individual. By ensuring that people's preferences, needs and values guide clinical decisions, care can be provided that is respectful of and responsive to them. This module will define and discuss PCC and explore its key concepts. Through the consideration of a range of conditions/circumstances, students will develop an understanding of the service users’ challenges and how these can affect their quality of life. This will be intrinsically linked to their experiences as patients and their journey through medical imaging and diagnostic imaging pathways. Central to the concept of person-centred care is understanding and respecting individual values, beliefs and preferences and the role that they play in a person’s behaviour, attitude and understanding. By integrating these into the process of joint decision making, it enables health and social care professionals to support the role of patients making informed and active choices, rather than remaining passive recipients of their care This module will encourage the students to reflect on their current or future practice and critically evaluate the contemporary literature, guidelines and models, enabling them to introduce and develop PCC in their future roles.
In this module you will gain an-in depth understanding of and explore why person-centred care (PCC) is essential in the delivery of high-quality care. We will examine the role that values, beliefs and preferences play in a person’s behaviour, attitude and understanding, and the impact that these may have on their decision-making skills.
The evaluation and synthesis of contemporary literature, guidelines and models related to PCC will assist us in understanding how these can underpin PCC values in day-to-day practice. A range of service user examples will be utilised to encourage students to reflect on how the users’ conditions/circumstances affect their quality of life. Students will gain an understanding of the challenges which influence the users’ experiences as patients. The ultimate goal is for students to improve their own practice in their day-to-day healthcare roles by including person-centred care into their interactions with patients and their carers.
On successful completion of the module students will be able to:
1. Critically evaluate PCC and discuss how it can be used in practice to ensure the delivery of high-quality care
2. Evaluate how an individual’s values, beliefs and preferences affect their behaviour, attitude and understanding and the impact this may have on their decision-making skills
3. Demonstrate a critical analysis of the literature, guidance and models of PCC and discuss how these can underpin PCC values in practice
4. Critically appraise of a range of service users condition/circumstances and the impact these may have on their experience as patients
This module will allow the student to develop skills in the following learning areas:
- Work Ready
- Sustainability
- Enterprise
Specifically, on successful completion of the module the students will be able to:
1. Critically reflect on their knowledge and understanding of PCC and how this will relate to their current/future practice
2. Critique and synthesise a wide range of sources in order to create an educational resource about PCC
3. Critically appraise the ethical issues involved in decision-making with service users
4. Select, develop and design a creative and innovative teaching resource
Exploring the concept of Person-Centred Care
Cultural and religious diversity
Caring for elderly patients
Weight Bias and Stigma
Holistic family-centred care
Experiences of the Public and Carer Community at UoL
Affirming and inclusive care for sexual and gender minority patients
Neurodiversity
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 9 | 2 | 18 |
| Seminar | 4 | 1 | 4 |
| Independent online learning hours | 8 | ||
| Private study hours | 120 | ||
| Total Contact hours | 22 | ||
| Total hours (100hr per 10 credits) | 150 | ||
There will be a range of activities offered during the module that will help the students to develop the skills needed to successfully complete the summative assessment. These will be a combination of group work, and formative presentations which will both include elements of peer and lecturer feedback. This will be provided during the activities, giving students the opportunity to discuss the feedback and make suggestions as to how they would improve in the future.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Multimodal Assessment | Educational resource. The format of this will be chosen by the student and be individually negotiated between the module leader and student. It may take the form of a presentation, an educational leaflet, a Vlog or Blog etc. | 100 |
| Oral Presentation | Students will be required to present an overview of the educational resource they are planning to develop with a rationale for their choice. Feedback will be provided on the suitability of the educational resource proposed. | 0 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
Check the module area in Minerva for your reading list
Last updated: 05/06/2026
Errors, omissions, failed links etc should be notified to the Catalogue Team