THE UNIVERSITY OF HONG KONG

LI KA SHING FACULTY OF MEDICINE

School of Public Health

Bachelor of Nursing
Year II (Full-time)

CMED2004 – Behavioural Sciences I

(Psychology)
COURSE MANUAL

September 2019

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1. TEACHING TEAM

Academic Lead: Dr. Wendy Lam

Telephone: 3917-9878
Email: wwtlam@hku.hk

Course Co-ordinator: Mr Kenneth Hon

Telephone: 3917-9882
E-mail: ylhon@hku.hk

PCP Co-ordinator: Ms Cecilia Tam

Telephone: 3917 9284
E-mail: tamcmh@hku.hk

2. COURSE DESCRIPTION

This course introduces the psychosocial aspects of health and illness, in contrast to
the biomedical approach. Students will be introduced to key concepts in health
psychology and developmental psychology. Topics include but are not limited to
learning and motivation, health beliefs and behaviours, stress and coping, individuals’
experience of illness, as well as human developmental process. The course also
involves a collaborative interdisciplinary Patient Care Project.

The Patient Care Project (PCP) is an interprofessional collaborative programme for

students in the Faculty of Medicine (Chinese medicine, medicine, nursing, and
pharmacy), providing the opportunity to recognise the lived experiences of
patients/clients with different chronic medical conditions and to enhance
interdisciplinary cooperation and understanding. The programme will arrange for
each pair/group of three students to interact with a patient/client with different
medical problems and they have to discuss their observation in the tutorials that
follow. This allows the students the opportunity to thoroughly experience and
appreciate the patient/client's conception and experience of health and illness. By
following an individual patient/client for a period of time, students are expected to
understand the psychosocial aspects of health care, such as health and illness and
their effects upon an individual and his/her family's life. For the details of the
arrangement, please refer to the PCP manual.

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 3) COURSE LEARNING OUTCOMES (CLO)

On completion of the course, students will be able to:

Alignment with
Program Learning
Course Learning Outcomes Outcome (see
Appendix 4)
1 Explain key concepts and theories in behavioural science and their relevance for
1d, 1e, 2b, 4a
understanding the experience of health and illness;
2 Apply and criticise different models of health beliefs and behaviours;
1a, 1e, 5b
3 Explain the importance of perception, learning, and motivation in health and
1a, 1e
illness;
4 Outline the cognitive, social, and personality developmental milestones
1a, 1e
throughout a person’s life span; and
5 Identify the social and psychological issues faced by patients with chronic disease
1a, 1e, 2b, 2c
and infer potential public health interventions and preventive strategies.

4. TIME TABLE

Wk Date Time Topic CLO Teacher Venue

1 3 Sept 2019 08:30–10:20 Introduction to Psychology 1 KH UGLT2
6 Sept 2019 15:30–17:20 Mistakes, misunderstandings and 1, 3 KH LT2
arguments – why we see things
differently (I)
2 10 Sept 2019 08:30–10:20 Mistakes, misunderstandings and 1, 3 KH LT4
arguments – why we see things
differently (II)
13 Sept 2019 15:30–17:20 Thinking about illness – How illness 1, 2, 3 KH UGLT2
makes us think
3 17 Sept 2019 08:30–10:20 What makes you you? - Learning and 1, 3 KH LT4
memory
20 Sept 2019 15:30–17:20 How to motivate self and others in 1, 3 KH UGLT1
health contexts?
4 24 Sept 2019 08:30–10:20 Why and when do we experience 1, 3, 5 KH LT4
stress: What do we do about it?
27 Sept 2019 15:30–17:20 Feelings: joy, anger, fear and sorrow 1, 2, 5 KH UGLT2
5 National Day
4 Oct 2019 15:30–17:20 How do you change behaviour? (I) 1, 2, 5 KH UGLT2
6 8 Oct 2019 08:30–10:20 How do you change behaviour? (II) 1, 3, 5 KH LT1
11 Oct 2019 15:30–17:20 Understanding pain 1, 2, 3, 5 KH LT2
7 Reading Week
8 22 Oct 2019 08:30–10:20 Review 1, 2, 3, 5 KH LT1
25 Oct 2019 15:30–17:20 Quiz 1 1, 2, 3, 5 KH UGLT1
9 29 Oct 2019 08:30–10:20 Introduction to developmental 1, 4 KH LT4
psychology
Information Day Preparation
10 5 Nov 2019 08:30–10:20 The new baby: How much does it 1, 4 KH LT4
know?
8 Nov 2019 15:30–17:20 The growing child’s view of the world 1, 4 KH LT3
11 12 Nov 2019 08:30–10:20 Finding out who I am – Adolescence 1, 4 KH LT2
15 Nov 2019 15:30–17:20 Where are you going? Young and 1, 4 KH LT1
middle adulthood
12 19 Nov 2019 08:30–10:20 Growing when you’re older – Late 1, 4 KH LT1
adulthood
22 Nov 2019 15:30–17:20 Quiz 2 1, 4 KH LT2
13 26 Nov 2019 08:30–10:20 Issues at the end of life 1, 3, 4, 5 KH LT1
29 Nov 2019 15:30–17:20 Review and Feedback 1, 4 KH UGLT2

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5. TEACHING AND LEARNING STRATEGIES

Lectures
Patient recruitment and visit
Tutorial sessions

Note: The medium of teaching is English and 100% of the course will be
conducted in English.

6. COURSE ASSESSMENT

There will be 5 assessments. The form of assessment in this module is:

Component Weighting Submission Date Alignment

with CLO
a) PCP (tutorial, reflective 10% (TBC) 1, 2, 3, 5
journal,
POPR)

b) Case study (health 30% 25 Oct 2019 1, 2, 3

psychology)

c) Quiz 1 20% 25 Oct 2019 1, 2, 3

d) Quiz 2 20% 22 Nov 2019 1, 2, 4

d) Examination 20% 9 Dec – 20 Dec 2019 1, 2, 3, 4, 5

7. GRADE DESCRIPTORS AND STANDARDS

Grade Standard Grade Point Numerical Score

A+ 4.3 96 – 100
A 4.0 91 – 95
A- 3.7 86 – 90
B+ 3.3 81 – 85
B Good 3.0 76 – 80
B- 2.7 71 – 75
C+ 2.3 67 – 70
C Satisfactory 2.0 63 – 66
C- 1.7 59 – 62
D+ 1.3 55 – 58
D 1.0 50 – 54
F Fail 0 Below 50

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 Excellent indicates an outstanding level of achievement. The student
gives evidence of logical development and synthesis of
information as well as critical thinking ability.

Good indicates an above average achievement. The student is able

to discuss the topic with supportive viewpoints and his/her
work shows some independent thought and/or critical
analysis.

Satisfactory indicates an acceptable level of achievement. The student

gives evidence of satisfactory knowledge of the topic and has
minimal errors in understanding. A limited degree of logical
and critical thought is evident in his/her work.

Pass indicates the student’s performance has just reached as the

acceptable level of achievement.

Fail indicates failure to achieve the required standard.

8. REFERENCE

Required Readings
 Taylor, SE (2018) Health Psychology (10th ed.). McGraw-Hill.
 Boyd, DR & Bee, H (2015). Lifespan development (7th ed.). Boston, MA: Pearson.

Recommended Readings
 Berk, LE (2013). Development through the lifespan (6th ed.). Pearson Allyn and
Bacon.
 Gerrig, RJ & Zimbardo, PG (2012) Psychology and Life (20th ed.). Pearson Allyn and
Bacon.
 Ogden, J (2012) Health Psychology: A Textbook (5th ed.). Open University Press.

Optional Readings
 Kahneman, D (2011) Thinking, Fast and Slow. Farrar, Straus and Giroux.

PCP manual contains the reading lists for the Patient Care Project (PCP).

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Appendix I. PSYCHOLOGY LECTURES

Introduction to Psychology
At the end of the lecture, student should be able to
 Define psychology and its goals
 Describe how the bio-psycho-social framework can be used to explain behaviours
 Suggest ways to modify behaviours according to the bio-psycho-social framework
Gerrig, RJ & Zimbardo, PG (2012). Psychology and Life (20th ed.). Chapter 1: Psychology
and life. Pearson Allyn and Bacon.

Mistakes, misunderstandings and arguments – why we see things differently

At the end of the lecture, student should be able to
 Describe how human decision making could be affected by various errors, biases,
and distortions
o Describe the common errors of attribution
o Describe how cognitive distortions affect behaviour
o Contrast system 1 and system 2 thinking
Kahneman, D. (2011). Thinking, Fast and Slow. Chapter 1: Two systems. The characters
of the story.

Thinking about illness – How illness makes us think

At the end of the lecture, student should be able to
 Describe how illness cognition can impact health-related behaviours
o Define health cognition and illness cognition
o Apply the theory of illness cognition to different diseases
o Apply the self-regulatory model to illness behaviours
Ogden, J (2012). Health Psychology: A Textbook (5th ed.). Chapter 9: Illness cognition.
Open University Press.

What makes you you? -Learning and memory

At the end of the lecture, student should be able to
 Suggest how behaviours could be acquired through classical conditioning, operant
conditioning, and social learning
o Describe the processes of classical conditioning and extinction
o Explain how behaviours could be acquired and modified by employing the
process of operant conditioning
o Describe the conditions where social learning can occur
Gerrig, RJ & Zimbardo, PG (2012). Psychology and Life (20th ed.). Chapter 6: Learning and
behaviour analysis; Chapter 7: Memory. Pearson Allyn and Bacon.

How to motivate self and others in health contexts?

At the end of the lecture, student should be able to
 Understand self-determination theory and its application in health contexts
o Describe different types of motivations
o Identify the three human basic psychological needs
o Suggest ways to motivate self and others in health contexts
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Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-
being across life's domains. Canadian Psychology, 49(1), 14-23. doi:10.1037/0708-
5591.49.1.14

Why and when do we experience stress: what do we do about it?

At the end of the lecture, student should be able to
 Suggest ways for coping with stress by employing the Transactional Model of
Stress
o Describe the transactional model of stress
o Describe common sources of stress in patients
o Suggest ways to cope with stress
o Suggest ways to prevent and cope with burnout
Taylor, SE (2018) Health Psychology (10th ed.). Chapter 6: Stress; Chapter 7: Coping,
Resilience, and Social Support. McGraw-Hill.

Feelings: joy, anger, fear and sorrow

At the end of the lecture, student should be able to
 Describe the cognitive appraisal theory of emotion
 Understand the relationship between anxiety and human performance
 Suggest ways to regulate negative emotion, both one’s own and others
Taylor, SE (2018) Health Psychology (10th ed.). Chapter 6: Stress; Chapter 7: Coping,
Resilience, and Social Support. McGraw-Hill.

Understanding pain
At the end of the lecture, student should be able to
 Summarize and exemplify the four components of the pain experience
o Distinguish between sensation and perception
o Explain how pain experience of patients might differ
o Suggest ways to help patients cope with pain
Taylor, SE (2018) Health Psychology (10th ed.). Chapter 10: The Management of Pain and
Discomfort. McGraw-Hill.

How do you change behaviour?

At the end of the lecture, student should be able to
 Identify a person’s readiness to change according to the Transtheoretical model
 Suggest strategies to change a person’s health-related behaviours
o According to the person’s readiness to change
o Based on human decision making processes
o Using Maslow’s Hierarcy of needs
o Using the theories of operant conditioning and observation learning
o Using the Theory of Planned Behaviour / Social Cognition Theory
Taylor, SE (2018) Health Psychology (10th ed.). Chapter 3: Health Behaviors. McGraw-
Hill.

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Introduction to developmental psychology
At the end of the lecture, student should be able to
 Outline the nature versus nurture debate in developmental psychology
 Describe Erik Erikson’s psychosocial theory of development
Berk, LE (2013). Development through the lifespan (6th ed.). Chapter 2: Genetic and
environmental foundations. Pearson Allyn and Bacon.

The new baby: How much does it know?

At the end of the lecture, student should be able to
 Describe the sequence of sensorimotor development in infancy
 Outline how attachment is developed throughout early childhood
 Differentiate between Ainsworth’s different types of attachment
Berk, LE (2013). Development through the lifespan (6th ed.). Chapters 4, 5 & 6. Pearson
Allyn and Bacon.

The growing child’s view of the world

At the end of the lecture, student should be able to
 Contrast Jean Piaget’s pre-operational and concrete operational stages of
cognitive development
 Relate differences in stage of cognitive development to different ages.
 Recognize behaviour and cognitive capabilities associated with different stages of
development
 Describe stages of language and social development through childhood
 Relate language development to social development in childhood.
Berk, LE (2013). Development through the lifespan (6th ed.). Chapters 9 & 10. Pearson Allyn
and Bacon.

Finding out who I am - adolescence

At the end of the lecture, student should be able to
 Define the formal stage of cognitive development and relate it to chronological age.
 Identify the key developmental tasks faced by adolescents
 Outline one’s own identity development using Marcia’s theory of Identity Status
Berk, LE (2013). Development through the lifespan (6th ed.). Chapters 11 & 12. Pearson
Allyn and Bacon.

Where are you going? Young and middle adulthood.

At the end of the lecture, student should be able to
 Explain how Levinson’s theory of the Seasons of life relates to early and middle
adulthood
 Describe how human cognitive abilities are developed in adulthood
 Describe common developmental tasks faced by people in their middle adulthood
 Reiterate Maslow’s hierarchy of needs
Berk, LE (2013). Development through the lifespan (6th ed.). Chapters 15 & 16. Pearson
Allyn and Bacon.

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Growing when you’re older – late adulthood
At the end of the lecture, student should be able to
 Contrast primary and secondary aging
 Suggest ways to encourage successful aging
 Give examples of strategies to maintain cognitive function in late adulthood
Berk, LE (2013). Development through the lifespan (6th ed.). Chapters 17, 18 & 19. Pearson
Allyn and Bacon.

Issues at the end of life

At the end of the lecture, student should be able to
 Identify the challenges experienced by people facing terminal illness, death, and
bereavement
o Describe the challenges faced by people with terminal illness
o Describe the common features of the bereavement process
o Suggest ways to support people facing terminal illness, death, and
bereavement
Taylor, SE (2018). Health Psychology (10th ed.). Chapter 12: Psychological Issues in
Advancing and Terminal Illness. McGraw-Hill.

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Appendix II. ASSESSMENTS – CASE STUDY (HEALTH PSYCHOLOGY)

Assignment Due Date: Friday, October 25th, 2019 (11:59pm)

Assignment Instruction

In this assignment, you will be asked to apply the theories and knowledge you learnt
from this course to explain ONE health compromising behaviour (e.g., violate medical
advice in home-based treatment, unsafe sex, binge drinking etc). This theoretical
application will be documented in an (APA style) essay of no more than 800 words (not
including referencing). Any words after the 800th would be disregarded.

Components of the Essay

 Section 1: Demographic and background information (~100 words)
o What is the health compromising behaviour? (How would you define the
health compromising behaviour?)
o What physical health outcome(s) is/are linked to this health compromising
behaviour? (How strong is the evidence that the link is true?)
o For this case study, which social group (e.g. by occupation or age) do you
want to focus on?
o Expected completion by end of week 3
 Section 2: Theory of Planned Behaviour (~250 words)
o How the Theory of Planned Behaviour (TPB) can be used to explain the
psychological and behavioural mechanism of the behaviour?
o Expected completion by end of week 6
 Section 3: Important explanation(s) not covered by TPB (~50 words)
 Section 4: Intervention (~300 words)
o Based on the above theoretical explanation,
 Describe ONE way to prevent the health compromising behaviour
to ever occurring
 Describe TWO ways to reduce/eliminate the health compromising
behaviour in people who are already exhibiting the behaviour
regularly
o Due: End of week 8

Notes:
 Follow APA style for citation, referencing, and style.
 Please do NOT choose smoking as the behaviour as it would be used as the
example in lectures.
 5% deduction for each calendar day of late submission applies to total score of the
assignment; late submission for more than 10 ten days will not be accepted for
assessment, and will therefore result in a score of zero.
 Please indicate the word count at the end of each section – words exceeding the
word limit would be disregarded

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Evaluation Criteria for Case Study (Health Psychology)

Standards
Category Excellent Good Satisfactory Pass Fail
8.6 – 10 7.1 – 8.5 5.9 – 7.0 5.0 – 5.8 0 – 4.9
Application Demonstrates a Demonstrates a Demonstrates a Demonstrates Demonstrates
of theory, clear good good mainly description, limited
concepts understanding understanding understanding of showing basic understanding
and issues of and the and some the theory, understanding of of the topic and
to the topic ability to apply application of concepts and the topic but no draws
(45%) and theory, the theory and issues relating to application. conclusions
concepts and issues relating the topic but unrelated to the
issues relating to the topic. limited topic.
to the topic. application
relating to the
topic.
Critical Able to clearly Able to identify Few critical Limited critical No critical
argument identify the critical aspects aspects of the task aspects of the task aspects of the
(45%) most critical of the task and identified and identified and poor task identified
aspects of the adopt a critical limited application of a and no critical
task and adopt a perspective. application of a critical perspective. perspective.
critical critical
perspective. perspective.
Quality of The language The language is The language is Errors in language The written
the English contains few mostly accurate sometimes and vocabulary are work is not of
language errors in but contains a inaccurate, so frequent and an academic
writing and grammar and few systematic although errors, distracting that the standard.
referencing vocabulary. errors in when they occur, essay is largely
(10%) complex are more often in incomprehensible.
grammar and complex grammar
vocabulary. and vocabulary.
Errors when they
occur are
distracting but the
overall meaning is
still intelligible.

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Appendix III. Bachelor of Nursing (Full-time) Programme Learning Outcomes

Programme Learning Outcome 1: To enable students to develop capabilities in pursuit of

academic/professional excellence, critical intellectual inquiry and life-long learning

1. Related to Nursing: Function competently and independently in the role of the nurse

By the end of the BNurs Full-time programme, students should be able to:

a) demonstrate knowledge of general, behavioural and life science, and their

application to professional nursing practice
b) perform nursing techniques proficiently
c) provide safe and effective nursing care based on organised, focused and
informed assessment, and prudent decision making
d) intervene appropriately to safeguard the interests and well-being of the client
e) integrate professional knowledge into practice including:
- assessing the health needs of the individual, groups and community using a
bio-psycho-social-spiritual framework;
- managing physical, mental, psychosocial and/or spiritual ill health via
working with the client to develop a care plan and contribute to its
implementation and evaluation;
- enabling the client to achieve self-determined health goals and maximum
independence, or a peaceful death;
- performing nursing techniques proficiently;
- maintaining accurate documentation;
- using appropriate channels of referral;
- working effectively with other health care team members

Programme Learning Outcome 2: To enable students to develop capabilities in tackling

novel situations and ill-defined problems

2. Related to Nursing: Provide safe and effective nursing care for individuals and groups
in various health care settings

By the end of the BNurs Full-time programme, students should be able to:

a) apply nursing theories, evidence-based nursing knowledge, problem-solving

skills and therapeutic techniques to perform professional nursing duties safely,
legally, ethically and effectively
b) identify health related learning needs of clients
c) apply the knowledge and skills in nursing research in different health care
settings and in the community

3. Related to Nursing: Apply research findings to nursing practice

By the end of the BNurs Full-time programme, students should be able to:

a) utilise information from a variety of reliable sources for planning and improving
health promotion and health education activities
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 b) collect, analyse, interpret and use research data to improve nursing and health
care practices

Programme Learning Outcome 3: To enable students to develop capabilities in critical

self-reflection and greater understanding of others

4. Related to Nursing: Advocate for individuals and encourage them to participate in the
care of themselves

By the end of the BNus Full-time programme, students should be able to:

a) identify health related learning needs of clients

b) assist clients to achieve self-determined health goals and maximum
independence, or a peaceful death

5. Related to Nursing: Assume responsibility for self-evaluation, professional and

academic development

By the end of the BNus Full-time programme, students should be able to:

a) accept responsibility for own actions and be accountable for the care provided
b) maintain and enhance personal effectiveness including healthy life styles, health
promotion practices, change adaptation and management skills and stress
management skills

Programme Learning Outcome 4: To enable students to develop capabilities in

intercultural communication, multi-cultural understanding and global citizenship

6. Related to Nursing: Promote health to individuals and assist with the restoration and
maintenance of optimal health

By the end of the BNus Full-time programme, students should be able to:

a) work effectively with other health care team members

b) apply theories of communication and counselling, and their integration into
nursing care
c) participate in activities for health education and health promotion at local,
national and global levels
d) identify the strategies in achieving global citizenship
e) develop and maintain nursing as a global profession

Programme Learning Outcome 5: To enable students to develop capabilities in

collaboration and communication

7. Related to Nursing: Perform teaching for clients/patients, their families, nursing

personnel and other health care professionals

By the end of the BNus Full-time programme, students should be able to:
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 a) work effectively with other health care team members
b) use appropriate channels of referral
c) communicate health information and coordinate health education/promotion
activities effectively
d) acknowledge the client’s rights to dignity, autonomy and access to information

Programme Learning Outcome 6: To enable students to develop capabilities in leadership

and advocacy for the improvement of the human condition

8. Related to Nursing: Use ethical principles in decision making and demonstrate an

understanding of the relevant legal parameters within their practice

By the end of the BNus Full-time programme, students should be able to:

a) apply contemporary ethical issues and their relevance to professional practice

b) identify the rights of the individual including human rights, client rights and
rights for privacy
c) identify instances of unsafe practice to safeguard the client’s health

9. Related to Nursing: Exercise leadership skills for the benefits of client/patients, the
employing organization, and the nursing profession

By the end of the BNus Full-time programme, students should be able to:

a) demonstrate knowledge of management theories including management of the

health care setting, human resources, financial resources, crisis, time, change
and risk
b) demonstrate skills in delegation, supervision, monitoring and evaluation
c) contribute to health care policy formulation when working in partnership with
other health care team members and community sectors
d) assess and manage crises

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