Congratulations – now that you have completed Section 4 you have reached the end of this course. You may have worked through this course in a number of different ways – perhaps alone, or with a colleague or group of colleagues. You may have used the hub to share experiences and discuss your thoughts and ideas with your peers.
You can download this resource and view it offline. It may be useful as part of a group activity.
During each section, you should have completed your reflection log. This will have enabled you to record and reflect on your previous experiences and current practice, and consider what changes you may make in the future. Make sure you keep a copy of this in a safe place. It is an important document because it will help you to develop your role as a practitioner, and may be useful for further study.
It’s important to recap what you have learned. In this course, you have learned about:
Within these areas of learning there are some key messages.
You may want to review all or particular parts of the course before taking the final test. You need to take the quiz to earn the badge, but it is also important to review the course for your learning.
It may also be helpful to review your reflection log before taking the final test. This will remind you of your thoughts on particular areas of learning and practice.
Now try the end-of-course quiz.
Everything you have learned in this course is important for your practice. How you apply this knowledge to your role will determine how well you can provide support to improve the lives of people affected by Parkinson’s and their families.
If you are a nurse working in a hospital or a care/nursing home, understanding how vital the timing of medication is will improve the lives of your patients/residents. If you are a therapist, understanding why your client has a blank expression will enable you to communicate more effectively with them. If you are a carer working in a residential setting or supporting people in their own homes, understanding how to best support someone who has frozen will help both you and them.
There are many more examples we could give here. You know your own role and how best to use the knowledge gained from the course to make positive practical changes.
The Open University is committed to supporting students from a wide range of backgrounds and circumstances. The UK Parkinson’s Excellence Network brings together health and social care professionals to transform care for people affected by Parkinson’s.
It would be great to receive your feedback about this course. We are keen to know about the parts you found useful and where you feel we can improve. You can post your views on our short survey – thank you in advance for completing it.
The UK Parkinson’s Excellence Network offers resources to support service improvement and engage people affected by Parkinson's, comprehensive information about education and training, and collaboration opportunities. We recommend that you visit the website and sign up for the newsletter to receive regular updates.
The following references relate to this course from the original award-winning learning programme, Understanding Parkinson’s for health and social care staff programme.
Thomas B, Beal MF (2007) ‘Parkinson’s disease’, Hum Mol Genet; 16(2):183–94
Lang AE and Obeso JA (2004) ‘Challenges in Parkinson's disease: restoration of the nigrostriatal dopamine system is not enough’ The Lancet Neurology; 3(5):309–316
MacMahon DG, Thomas S, Campbell (1999) ‘Validation of pathways paradigm for the management of PD’ Parkinsonism Rel. Disord;5:S53
General Practice Research Database (GPRD) 2009
National Institute for Health and Care Excellence, Diagnosis of Parkinson's disease (2018). Available at https://cks.nice.org.uk/parkinsons-disease#!diagnosis [Accessed May 2020]
Ho, A K et al (2008) ‘For better or worse: The effect of levodopa on speech in Parkinson's disease’ Movement Disorders; 23(4):574–80
Miller, N et al (2008) ‘How do I sound to me? Perceived changes in communication in Parkinson's disease’ Clinical Rehabilitation; 22(1):14–22
Jankovic J (2008) ‘Parkinson's disease: clinical features and diagnosis’ Neurol Neurosurg Psychiatry 79(4):368–76
Schapira AH et al (2009) ‘Levodopa in the treatment of Parkinson's disease’ Eur J Neurol;16(9):982–9
Parkinson’s UK. Psychological Services for people with Parkinson’s disease (2009)
van der Maarel-Wierink CD et al (2011) ‘Risk factors for aspiration pneumonia in frail older people: a systematic literature review’ J Am Med Dir Assoc. 12(5): 344-54
National Collaborating Centre for Chronic Conditions. (2006) Parkinson’s disease: national clinical guideline for diagnosis and management in primary and secondary care. (London: Royal College of Physicians) 143
National Collaborating Centre for Chronic Conditions. (2006) Parkinson’s disease: national clinical guideline for diagnosis and management in primary and secondary care. (London: Royal College of Physicians) 129
National Collaborating Centre for Chronic Conditions. (2006) Parkinson’s disease: national clinical guideline for diagnosis and management in primary and secondary care. (London: Royal College of Physicians) 29
National Institute for Health and Care Excellence, Parkinson’s disease in adults: diagnosis and management (2017). Available at https://www.nice.org.uk/ guidance/ NG71 [Accessed May 2020]
NICE Parkinson's disease quality standard [QS164] (2018). Available at https://www.nice.org.uk/ guidance/ qs164 [Accessed May 2020]
This course is based on an award-winning learning programme, Understanding Parkinson’s for health and social care staff programme. The learning programme was developed by Fiona Barrett (formerly Parkinson’s UK) and much of the material in the elearning programme and guide was drawn and adapted from existing Parkinson’s UK resources originally developed for use by people with Parkinson’s, with additional material and activities developed by education staff. These resources were developed using consultation with people affected by Parkinson’s and health and social care professionals. The professionals consulted were from several disciplines including Parkinson’s specialist nurses. There was also input from two volunteers: Gary Hattie from Scottish Borders Group and Martin McGeehan from the Interclyde group, to support the Learning Programme. Our thanks and appreciations go to both for their invaluable insight and thoughtful comments during the development process.
This course was adapted from the learning programme and was developed by Claire Hewitt (Parkinson’s UK) with assistance from Pete Cannell and Ronald Macintyre (The Open University) as part of the Opening Educational Practices in Scotland Project.
Particular thanks and appreciation go to the J. Macdonald Menzies Trust, which provided the funding to enable the development of the learning programme and this course.
The following materials in this course are All Rights Reserved. Please apply to the copyright holder to reuse these materials:
All images and figures in this course belong to Parkinson’s UK. Please contact Parkinson’s UK if you wish to reuse any of the images.
The animated table ‘The phases of Parkinson’s’ in Section 1.9 is adapted from a table in Understanding Parkinson’s for health and social care staff – resource book, which came from:
All videos in this course belong to Parkinson’s UK. Please contact Parkinson’s UK if you wish to reuse any of the videos.
Except for third party materials and otherwise stated in the acknowledgements section, this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence.
Don’t miss out:
The UK Parkinson’s Excellence Network is the driving force for improving Parkinson’s care, connecting and equipping professionals to provide the services people affected by the condition want to see.
The tools, education and data it provides are crucial for better services and professional development.
The network links key professionals and people affected by Parkinson’s, bringing new opportunities to learn from each other and work together for change.
Visit the UK Parkinson’s Excellence Network.