Foundation Degree Science in Healthcare Practice - … · 2014-05-02 · 3.0 Teaching, Learning and ... This part time Foundation Degree in Healthcare Practice, ... an established

Faculty of Health

Foundation Degree Science in

Healthcare Practice (Burton Hospitals NHS Trust)

Award Handbook

September 2010

Fd Sc Health Care Practice Award Handbook September 2010

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Page Number Introduction

• Welcome Note 4 • What is the Faculty of Health and what does it offer? 4 • What will I achieve at undergraduate level?

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1.0 Development and Organisation of the Award

• What is the award philosophy? • What are the distinctive features of the Award? • Student Progression • What are the Aims of the Award? • What are the Learning Outcomes of the Award?

5 6 7 9 9

• Minimum and maximum duration of study • What are Terms and Modules

2.0 Programme Structure and Requirements

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• How is the award structured? • What is the Curriculum for the award • What are the attendance requirements?

12 14 16

• Accreditation of Prior Learning • Enrolment • Place of study • Student contact and Independent learning hours

3.0 Teaching, Learning and Assessment Strategies

• What teaching, learning and assessment methods will be used? • What is the role of the personal tutor? • What is the role of the mentor?

4.0 Progression and Achievement • How will I be assessed? • Typical Coursework Assignments • How should my written work be presented • Penalties for late submission • Assessment of grades • Penalties for late submission • Marking process • Module results • Award Board/Assessment Boards • Module referral or failure • When can I retrieve a failed module? • Qualifications • What happens when I an absence? • What if I fail to complete a module

16 16 16 16 18 19 19 19 22 22 24 24 24 24 24 25 25 25 26 26 27 28


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• What if I encounter personal difficulties • How will my results be presented • Data Protection • An important note about Academic Dishonesty • Disability Services • Pastoral Support • Remedial Support

5.0 Learning Resources

• Library and Information Services • Support Services • Disability Services

6.0 Maintenance and Enhancement of Standards and Quality Appendices

• Appendix 1 Table mapping the Foundation Degree level outcomes • Appendix 2 Schedule Map of Delivery • Appendix 3 Marking Criteria

28 29 29 30 31 32 32 32 37 37 37


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INTRODUCTION Welcome Welcome to the Faculty of Health, Staffordshire University and to the Foundation Degree in Healthcare Practice award. We are delighted that you have chosen this award. The details included within this student handbook have been designed to provide you with practical information about the award structure and administration and an outline of the responsibilities of the Faculty, the University and yourself during your study with us. This Foundation Degree has been developed by Staffordshire University Faculty of Health, your employers and other interested organisations to enable you to enhance your knowledge and skills in healthcare practice and to enable career progression. What is the Faculty of Health and what does it offer? You are very welcome as a student to the Faculty of Health. You will be joining a multidisciplinary community of about 3000 students and over 100 staff involved in education, research and practice in all areas of Health, Social Care and Sport. We hope that you will find your time with us to be enjoyable and productive. We are committed to creating a productive, efficient and friendly atmosphere within the Faculty and welcome your participation in this, if you have any question or concerns the staff will be pleased to help you. The Faculty of Health has highly qualified and experienced academic, technical and administrative staff with a commitment to delivering high quality courses. Most staff have experience in health and social care settings and are engaged in a range of consultancy, research and other staff development activities. Academic staff are based both at Blackheath Lane in Stafford and at the royal Shrewsbury Hospital Campus at Shrewsbury

Addresses:

Faculty of Health Faculty of Health Staffordshire University Staffordshire University Blackheath Lane Royal Shrewsbury Hospital Stafford Mytton Oak Road ST 4 2DF Shropshire

SY3 8XQ

Award Leader: Dawn Suffolk

Email: [email protected]

mailto:[email protected]


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What will I achieve at Undergraduate Level? On successful completion of the award you will be able to work as an Assistant Practitioner in health care having gained the knowledge and skills that will enable you to work at this level. This role is integral to the safe and efficient delivery of health care and your learning during your studies and work based experience will enhance your contribution to developing and maintaining the care and dignity of the patients and clients you meet and care for. After successful completion of this award you will be able to the designated letters FdSc after your name This qualification will enable you to progress to the third year of an undergraduate award and work towards an honours degree that will complement your graduate status.

1.0 DEVELOPMENT AND ORGANISATION OF THE AWARD What is the Award Philosophy? This part time Foundation Degree in Healthcare Practice, introduced in September 2009 is a new and innovative award. It has been designed in partnership with Burton Hospitals NHS Trust who have commissioned Staffordshire University to deliver a Foundation Degree to develop assistant practitioners. Burton Hospitals NHS Trust wish to ensure high quality care and therefore are committed to developing the knowledge and skill level of their staff. Central to this commitment is the development of Assistant Practitioners who will be able to deliver care under the supervision of registered health care professionals. Assistant practitioners will have distinctive aspects to their role and will be able to act as advocates for patients and clients, promote dignity within the Trust and who are effective role models for healthcare and allied health professional (AHP) assistants. The Trusts commitment to continuing professional development (CPD) opportunities and career progression for existing health care and AHP assistants reinforces the Trusts commitment to high quality care. To help demonstrate how progression to Assistant Practitioner status supports career progression the learning outcomes of your award have been mapped against the National Health Service Knowledge and Skills Framework (KSF). As a student on this award you will as part of your academic study and work based experiences, meet and work with students and healthcare professionals from a variety of health care disciplines. The majority of the multidisciplinary learning will take place in your work base, you will also have the opportunity to attend interprofessional learning events which held in the Faculty on a regular basis, at these events you will be able to meet other health and social care students who are studying for a variety of academic and professional health and social care awards.


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What are the Distinctive Features of the Foundation Degree? The distinctive features of the award are: • Recognition of experiential learning • Developing knowledge and skills required for the assistant practitioner to

include appreciation of body systems, health deviations and the effects of altered physiology on a person.

• An inter-professional approach to study with the opportunity to study with

students from a wide range of health care environments. • Competence in assistant practitioner clinical skills including the ability to

support and potentially assess healthcare support workers.

• To role model good practice in line with the Essence of Care Benchmarks for Dignity (DOH 2007).

• The programme will be divided into modules and tutorials will be arranged to

accompany each module and will vary depending upon the module. Please make sure that you are aware of the attendance requirements for each module. You are also expected to study extensively in your own time.

Work-based learning Little et al (2006, page 2) describe work based learning as:

“learning that is derived specifically from doing a job and taking on a work place role”

your work based learning will be facilitated by identified and appropriately qualified mentor(s) who will undertake specific preparation for this role. Mentors will be responsible for supporting your development and practice performance and will work in partnership with the Trust Educational lead and your award leader. You will have protected time with your mentors to help you to fulfil the requirements of the award. You will be expected to apply the theories and evidence based learning form the taught elements of the modules in the work place and to demonstrate the achievement of competencies in the work place. Your progress will be monitored by your Trust and your award leader/personal tutor. Concentrating you learning in the work place will enable you to explore the challenges of dynamic health care environments in a supervised manner. You will be expected to develop self awareness and a clear understanding of the boundaries Assistant Practitioner role through reflection in and on actions (Schon 1987).


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You will have the opportunity to spend five working days each year in an area of care relevant to your normal work base that will help you develop knowledge and understanding of wider patient care and services, this experience will be organised by the Educational Lead from your Trust. You will also be expected to attend sessions that are provided by the Trust for mandatory and updating purposes. You will be allocated a personal tutor who will support your academic development, who will be aware of your progress on the award and who will be able to advise you on academic, work based and pastoral issues. Student Progression Progression from the programme to employment as an assistant practitioner is the key aim of the award. Upon progression from the Foundation Degree and upon employment as an assistant practitioner, you will require mentorship in order to ensure the success of the introduction of this new role. This will be arranged within your Trust in collaboration with the University. Upon successful completion of the award it is hoped you will continue with your studies. The Faculty will be providing a BSc (Hons) Healthcare Practice and has an established portfolio of wards, short courses and individual modules which you may wish to consider as part of your continuing personal and professional development. Important Notes and Information You may wish to record some important information below: Personal Tutor: Name Telephone number Email address Award Leader Dawn Suffolk

Telephone: 01785 353766 ext 3620 Email: [email protected]



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Module Leaders Name/phone number/email address Module Name Name Telephone number Email address Module Name Name Telephone number Email address Module Name Name Telephone number Email address Module Name Name Telephone number Email address Module Name Name


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Telephone number Email address What are the Aims of the Award? The aims of the award are to:

• To provide you with knowledge and understanding of the assistant practitioner role through work-based and University learning

• To widen access into higher education by placing value on your experience.

• To enhance your career prospects as a health and social care practitioner. • To develop your abilities to engage in reading, reflection, debate and

enquiry • To facilitate your development as a reflective practitioner, with a clear

understanding and commitment to life-long learning • To focus the application of assistant practitioner skills and knowledge

within a healthcare or social context • To develop your ability to apply and develop personal and transferable

skills • To enable you to make a positive and rewarding contribution to your

working life • To provide the opportunity for you to progress to a BSc Honours Degree at

Staffordshire University. • To enable you to act as Dignity Champions in your work based area. • To prepare you to be able to assess healthcare assistants competency

within their workplace. What are the Learning Outcomes for the Award? Achievement of the above attributes is linked to the core modules of the award and is reflected in the award learning outcomes. Learning outcomes are the things we would expect you to be able to do, or the knowledge and understanding you should have accumulated after your study period. Foundation Degrees of Staffordshire University are designed to meet the Further and Higher Education Qualifications Framework (QAA 2001). The University has adopted the FHEQ principles and outcomes statements and incorporated them into the table of eight Staffordshire University common learning outcome statements (Staffordshire University 2008). In order to facilitate your career progression, the learning outcomes for this award have also been mapped against the KSF Framework (DOH 2004). Table1shows the learning outcomes


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for the award at each level and how they map to the KSF. Please see appendix 5 for an overview of the KSF Core Competencies

Table 1: Typology of award outcomes and indicative descriptions of levels On completion of each level of study Staffordshire University student will be able to:- Common learning outcome headings

CERTIFICATE

INTERMEDIATE

Knowledge and Understanding

Demonstrate an understanding of the core principles and underlying concepts of healthcare practice. (KSF 6.1,2.1)

Demonstrate knowledge and a critical understanding of the well established concepts and principles of healthcare practice. (KSF 6.2, 2.

Learning Develop clear, basic arguments exploring the debates around healthcare practice and make sound judgements in accordance with basic theories of healthcare practice. (KSF 4.1)

Understanding the limits of their knowledge and competence in healthcare practice, and how this influences, analyses and interpretations based on that knowledge in accordance with basic theories of healthcare practice. (KSF 4.2)

Enquiry Demonstrate knowledge and understanding of the main methods of enquiry from the various perspectives employed in their study of healthcare practice. (KSF 2.1, 4.1)

Demonstrate knowledge of the main methods of enquiry and evidence based practice in healthcare practice and demonstrate application of the key principles of information literacy. (KSF 2.2, 4.2)

Analysis Evaluate and interpret the concepts and principles identified in the literature explored in the various modules studied. (KSF 5.1, 2.1, 3.1)

Use a range of research, reasoning ad problem-solving skills to initiate and undertake critical analysis of information and assessment data. (KSF 5.2, 2.2, 3.2)

Problem Solving

Explore various approaches to resolving problems identified in the area of healthcare practice.(KSF 2.1, 4.1, 5.1)

Evaluate critically the appropriateness of different approaches to solving problems and make professional judgements arising from assessment and analysis. (KSF 2.2, 4.2, 5.2)

Communication Communicate an understanding of the main debates and principles accurately and reliably through assessed work. (KSF 1.1, 5.1, 4.1)

Communicate effectively information and arguments in a variety of forms, to colleagues, patients and carers, and deploy key techniques of the discipline effectively. (KSF 1.2, 4.2, 5.2)

Application Undertake further development and application of new skills within a structured and managed workplace environment. (KSF 4.1, 6.1)

Apply underlying concepts and principles of healthcare practice in a wide variety of practice environments for clients across the age continuum. (KSF 4.2, 2.2)

Reflection Exhibit personal responsibility through the application of transferable skills within the context of employment. (KSF 4.1, 6.1)

Demonstrate qualities and transferable skills necessary for assistance practitioner practice, including the development of existing skills and acquisition of professional competencies that will require the exercise of personal responsibility and decision-making and will enable students to assume significant responsibility within their practice environment. (KSF 2.2, 6.2)

A table mapping the Staffordshire University Undergraduate Modular Framework level outcomes against the modules within the award can be found in appendix 1. A Staffordshire University Foundation Degree Science in Healthcare Practice will be awarded on the completion of the 240 credit approved programme. The award will be graded a Pass, Merit or Distinction where these criteria are met. What will I be studying? You will be studying a breadth of theoretical and evidenced based material that will develop your knowledge and understanding of health care; the values that inform high quality health care practice, the core knowledge you will need to work effectively in the changing healthcare environment, the knowledge that you will need to work in a multidisciplinary organisation as well as developing the specific knowledge and competencies that will enable you to work effectively as an Assistant Practitioner in your identified work base. Please refer to appendix 2 for a detailed schedule of delivery. Minimum and Maximum Duration of Study The Foundation Degree in Healthcare Practice is an award with 12 modules to be assessed. The modules are either 15 or 30 credits or CATS points. CATS, which stands for Credit Accumulation and Transfer System, is a national system devised to enable students to accumulate credits as they pass areas of study, usually modules. Should your circumstances change and you wish to transfer to another Higher Education Institution (HEI) evidence of the CATS points you have achieved will help to demonstrate the learning you have undertaken and so have this learning accredited by another HEI. Once the credits have been award they cannot be taken away. The attendance mode for this degree is part time and it is normally expected that it will take you 2 ½ years to complete. You will need to complete within a maximum period of 6 years What are Terms? The academic year is divided into three terms. Each term is 12 weeks duration. Normally the Autumn Term starts at the end of September, the Spring Term starts in January and the Summer Term in May. What are Modules? A module is an individual component of your study programme that is self-contained with its own assessment. Each module has distinctive educational objectives and clearly defined content set out in the Module Descriptor. Module descriptors are set out in the module handbooks. Each module will have a module leader/tutor, a member of academic staff who will assist you in all aspects of the module and provide constructive feedback on your progress. In order to qualify for the Foundation Degree, you must accumulate 240 credits comprising 120 credits at Level 4 and 120 credits at Level 5.


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2.0 PROGRAMME STRUCTURE AND REQUIREMENTS How is the award structured? The structure of your award has taken into consideration the West Midlands Regional Model (WMRM) for the design of Foundation Degrees and therefore reflects the concepts of a common core, shared and specialist learning. Common core relates to the learning needs for all students undertaking preparation for the Assistant Practitioner role. Shared learning identifies the aspects of the award where the theoretical, evidence based concepts are shared by all students however the application to the work place may differ and specialist learning is identified as learning that is specific to a role or work base. It is hoped that the use of this model will enable transferability within the region should you change work place and subsequently the place of study. The award is designed to offer a flexible programme of learning and is delivered via part time learning over 2 years plus 2 terms, with teaching and practice integrated throughout each term. Table 2 identifies the structure of the award. Additional information can be found in the module handbooks. You are required to undertake a minimum of 2,400 hours of learning over 2 years plus 2 terms of which 60% will be work-based experience in their work based setting. The remaining 40% hours will be spent in theoretical and independent learning; approximately 268 hours will be teacher contact. Your work based experience will be undertaken as part of your role. You will be working to a job description that identifies your role as a Trainee Assistant Practitioner and therefore all their work based learning has the potential to contribute to the award outcomes. You will have a minimum of 15 hours per week protected time with your mentor(s). The Educational Lead for the Trust and the Award Leader will support you in negotiating this protected time. There will be other work based learning opportunities, for instance spending 5 days per year in a work area that increases your exposure to care in a variety of settings and contexts. There will also be dedicated study days outside the academic term when you will attend specific skill training delivered by the Trust. If you have concerns about your progress in your work base you should discuss these with your mentor(s), the award lead/personal tutor and Trust educational lead. You will be able to access the university’s support systems you will be subject to the Undergraduate Module Framework regulations. Further details of these can be seen at http://www.staffs.ac.uk/images/ugrad_mod_fram_tcm68-12695.pdf All the modules in the award are university core modules and therefore you will need to demonstrate the achievement of the learning outcomes for each of these modules.

http://www.staffs.ac.uk/images/ugrad_mod_fram_tcm68-12695.pdf


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Table 2 Award Structure Level Term Module 4 1 Skills for Higher

Education (15 credits)

Working in Healthcare (15 credits)

Patient Journey (15 credits)

4 2 Anatomy and Physiology (15 credits)

Foundations of Care

Competencies in Healthcare (1)

4 3 Foundations of Care (30 credits)


4 1 (4) Caring Communications (15 credits)

Competencies in Healthcare (1) (30 credits)

5 2 (5) The Role of Health Promotion in the Patient Journey (15 credits)

Evidence Based Practice

Facilitating the Learning of Others


5 3 (6) Evidence Based Practice (30 credits)

Facilitating the Learning of Others


5 1 (7) Improving Client Care

Facilitating the Learning of Others (15 credits)


5 2 (8) Improving Client Care (30 credits)

Competencies in Healthcare (2) (30 credits)


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What is the Curriculum for the Award? Certificate Level Emphasis at this level is on developing your generic skills, techniques and knowledge in the following modules:

Skills for Higher Education Study Skills (15 Credits) In this module you will be introduced to the skills required for successful completion of the award. These skills will include presentation of materials, research methods using both texts and internet. In addition you will also be developing your time management and communication skills. You will have undertaken this module between May and August and therefore your successful achievement will be recorded on your Award profile. Caring Communications (15 credits) This module will enable you to develop your knowledge and understanding theories and concepts concerning the process of effective communication. You will be able to explore assertiveness, what it is and how it contributes to effective communication, other concepts that will be explore include active listening and how manage anxiety provoked behaviours and identify the appropriate support systems available in the referral process Working in Healthcare (15 credits) This module will enable you to develop your understanding of contemporary healthcare practice and how the role of the assistant practitioner contributes to the delivery of safe and effective customer focused healthcare, taking into account legislation and local and national policies. Patient Journey (15 credits) This module will provide you with the opportunity to identify and promote principles of good practice in relation to the patient’s journey and the assessment, planning, implementation and evaluation of care. It will also enable you to increase your knowledge and understanding of the importance of accurate record keeping and appropriate dissemination of information within the context of healthcare practice. Anatomy and Physiology (15 credits) This module will enable you to develop your knowledge and understanding of human anatomy and physiology and will serve as a foundation for applying knowledge to the practice skills that you will acquire as part of the competences required for the assistant practitioner role.


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Foundations of Care (15 credits) In this module you will be introduced to the physical and psychosocial needs of patients and the ethical principles that underpin care which will be applied to the role of the assistant practitioner and the multidisciplinary team working in partnership in order to ensure consistent, high standards of care. Competences in Health Care (1) (30 credits) This module provides you with the opportunity to develop a range of work-based competences linked to the skills for health national occupational standards appropriate to your area of practice, enabling you to reflect on how you put these skills into practice.

Intermediate Level This is the final level at which you will study unless, after successfully completion of the Foundation Degree you choose to “top up” your degree to Honours. At Intermediate Level, the emphasis is on the application of your understanding, knowledge, techniques and skills developed at Level C, drawing on clinical practice experience as much as possible:

The Role of Health Promotion in the Patient Journey (15 credits) This module will raise your awareness of the factors that determine ill health and enable you to identify and articulate a range of appropriate care and health promotion options, taking into account how the rules of delegation and accountability influence your scope of practice as an assistant practitioner when supporting health behaviour changes in patients with whom you come into contact. Evidence Based Practice (30 credits) In this module you will be introduced to the research process and research approaches and methodology required in order to explore the concept of evidence based practice. You will also explore the professional and ethical considerations required in healthcare research. Improving Patient Care (30 credits) This module will enable you to explore change management and leadership theories. You will have the opportunity to explore the role of change agents and champions for dignity in health care.

Facilitating the Learning of Others (15 credits) This module will introduce you to the concepts of facilitating the learning of others and the key features of safe and robust assessment processes. You will be given the opportunity to explore a variety of assessment methods and reflect on your own development in making judgements regarding others ability to practice safely. Competences in Health Care (2) (30 credits)


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This module builds on the level 1 Competences in Health Care module and will prepare you to make the transition from leaner to assistant practitioner role, through a process of reflection and action planning enabling you to identify future personal and professional development.

What are the Attendance Requirements? You will undertake 15 hours per week of work-based learning with fortnightly attendance for theory sessions for 6 hours. You will need to comply with the Trusts employment policy regarding attendance and should inform both your line manger and the Award Leader if you are unable to meet these requirements. It is University policy that a student may be removed from a module if they fail to attend on four consecutive occasions. Accreditation of Prior Learning You may apply for Accreditation of Prior Learning (APL) for one or more modules on the grounds of achieving the Learning Outcomes of that module(s) through past study and/or experience in that curriculum area. This study/experience would need to be shown at the appropriate academic level, possibly by prior study at that level or perhaps by virtue of a portfolio of evidence including, possibly certificate(s) from an approved in-house training programme. It is possible for the whole evidence to be based on experiences in work – accreditation of your prior learning will be granted if your prior learning matches the learning outcomes of the module being claimed against regardless of how it was achieved. If your APL is successful you will not be required to study that module. The following link will take you to the AP(E)L policy http://www.staffs.ac.uk/images/apel_pol_student_hbook_tcm68-12705.pdf Enrolment You will enrol prior to or the first day of your course using the e enrolment accessed via My Portal. You will need to enrol at the beginning of each academic year. You will be allocated a Personal Tutor who will be your first point of contact regarding both personal and academic problems. Place of Study All of the modules in the first year will be delivered at Burton Hospitals NHS Trust and modules in the second year will be delivered at the Faculty site at Blackheath Lane Stafford. Student Contact and Independent Learning Hours The following schedule indicates the number of hours you will spend in classroom activities. You will be provided with a timetable indicating when you will be required to attend for each module. In addition, for each module you will be required to allocate substantial personal time to independent learning, which will include work-based learning (practice based element of the course) accessing the internet and producing your submission for the coursework assignments.

http://www.staffs.ac.uk/images/apel_pol_student_hbook_tcm68-12705.pdf


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Table 3 Module Contact and Independent Learning Hours Certificate Level Module code

Title Credits Level Contact Hours

Independent learning Hours

HEN50055-1

Skills for Higher Education

15

4

26

124

HEN55122-1

Caring Communications

15

4

18

132

HEN61030-1

Working in Healthcare

15

4

24

126

HEN61031-1

Patient Journey

15

4

12

138

HEN61032-1

Anatomy & Physiology

15

4

18

132

HEN61033-1

Foundations of Care

15

4

24

126

HEN61035-1

Competences in Healthcare (1)

30

4

18

282

Certificate Level 120 Credits

HEN62028-2

The Role of Health Promotion in the Patient Journey

15

5

12

138

HEN62029-2

Evidence Based Practice

30

5

24

276

HEN62030-2

Improving Patient Care

30

5

24

276

HEN62031-2

Facilitation of Others Learning

15

5

18

132

HEN62032-2

Competences in Healthcare

30

5

18

272

Intermediate Level 120 Credits

Note: The hours specified above as contact hours include group and individual tutorials in addition to time spent in the classroom.


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3.0 TEACHING, LEARNING AND ASSESSMENT STRATEGIES What teaching, Learning and Assessment methods will be used? The teaching, learning and assessment methods are designed to enable you to achieve the intended award learning outcomes as outlined on pages 9 and 10. Reference has also been made to the principles underpinning both the University (SU 2007b) and Faculty’s Learning, Teaching and Assessment Strategies (FH 2008). Accordingly, learning, teaching and assessment:

• builds upon your existing knowledge, skills, experience and qualification and is practice centred

• is aimed at integrating theory and practice • promotes an evidence based approach to practice • enables you to develop greater independence in learning as the

award progresses. An essential feature identified in this Foundation Degree is the further development of your skills and knowledge and the application of skills in the workplace. For this reason the Teaching Learning and Assessment is based around the relationship between the academic level of achievement in the areas of knowledge, understanding, learning, enquiry, analysis, problem solving, communication, application and reflection and the development of competence within the practice environment. Assessment is therefore particularly important in the Competence in Health Care modules and the approach adopted aims to assess an appropriate range of learning outcomes which include both a high level of knowledge and practice skills. The profile of evidence approach, in particularly, has been developed to enable you to develop a range of work-based competences linked to the Skills for Health National Occupational Standards enabling you to reflect on how you have put these skills into practice. The work place is the community in which you learn; Wenger (1998) identifies learning communities as places of work where colleagues share a common purpose, joint enterprise and identity. The relationships and social engagement within the work place provide the context for the learning and you will be able to develop competency in areas of knowledge and practice whilst learning new knowledge and contributing to the learning of whole population who work and learn together in the workplace. This approach to work based learning be relevant throughout your programme of study and will be especially important in the module Facilitating the Learning of Others where you will explore theories and application of developing a supportive, effective learning environment, the importance of role modelling in developing others learning and issues associated with fair and reliable assessment. It will also be a key to developing your role as a dignity champion. It should be noted that the Faculty of Health’s statement on ethical approaches to the content and conduct of assessment will be applied in all elements of your student work. This statement will be included in all student module handbooks.


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What is the Role of the Personal Tutor? You will be allocated a Personal Tutor from the Faculty where you enrol on the award. The role of your Personal Tutor will take day to day responsibility for your pastoral and academic well being. This will include:

• Meeting you during the first week of your award and a regular, negotiate intervals during your programme of study

• Meeting with you as you progress to the second year of your studies registration of the award within the first two weeks of you registering on level 2 studies.

• Keeping up-to-date records of meetings using the Student contact record sheets, you will be given a copy of this for your own reference and records, your Personal Tutor will keep a duplicate copy on your file, notifying any action taken.

• Holding one further meeting in Term 1, Term 2 and Term 3 (of each year).

• Holding any additional meetings at the instigation of yourself, or where otherwise necessary.

• Providing you with general academic guidance on your progress through the award for which you are registered.

• Taking appropriate action in respect of non attendance, writing references; a copy of such references to be placed on file.

• Indicating availability via timetables, notice boards and through email and/or Blackboard notices

• Anything which is deemed to be of a private and confidential nature may be held on your file in a sealed envelope, marked accordingly.

• Providing careers advice, where appropriate. • Providing support, if appropriate, for extenuating circumstances claims.

What is the role of the mentor? Your designated work based mentor from the Trust will be responsible for supporting your development of practice performance within your work-based healthcare setting. She/he will work in partnership with the Trust educational lead and the University award leader. 4.0 Progression and Achievement How will I be assessed? The assessment methods used within the programme are varied and facilitate the development of your knowledge and understanding of and skills/competencies in delivering health care together with some transferable skills, for instance communication, analytical, problem solving and reflective skills. One of the essential skills you will require as an Assistant Practitioner will effective in a variety of settings and through different methods of communication, to help you develop these skills a variety of different approaches to presentations and written accounts are found in the assessment methods.


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. On page 12 the curriculum was set out and this related to the award learning outcomes specified on pages 8 and 9. In turn, these connect into the appropriate Higher Education (HE) Academic Levels specified in the National Qualifications Framework. Therefore, for your Foundation Degree to be a nationally recognised qualification, the assessment regime must allow you to demonstrate your achievement at the appropriate level. These generic levels are set out below, together with a guide on typical abilities expected of you. Certificate Level Criteria Certificate Level (Level C) is the first Higher Education Academic Level at which you will study. You will pass Level C if you have demonstrated, through the individual module assessments that you have:

• Knowledge of the underlying concepts and principles associated with the area(s) of study, and been able to evaluate and interpret these within the context of that area of study.

• The ability to present, evaluate and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.

Typically, holders at Level C stage of the Foundation Degree will be able to:

• Evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work;

• Communicate the results of their study/work accurately and reliably, and with structured and coherent arguments;

• Undertake further training and develop new skills within a structured and managed environment.

• Demonstrate qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.

Intermediate Level Criteria You will graduate with a Foundation Degree if you have demonstrated through the individual module assessments that you have:

• A critical understanding of the well established principles of your area(s) of study, and of the way in which those principles have been developed;

• An ability to apply underlying concepts and principles outside the context in which they were first studied, including the application of those principles in an employment context;

• Knowledge of the main methods of enquiry in your subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study;

• An understanding of the limits of your knowledge, and how this influences analyses and interpretations based on that knowledge.


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As a guide, as a holder of the Foundation Degree you will be able to:

• Use a range of established techniques to initiate and undertake critical analysis of information and to propose solutions arising from that analysis; forms, to specialist and non-specialist audiences and deploy key techniques of the discipline effectively;

• Undertake further training, develop existing skills and acquire new competencies that enable you to assume significant responsibility within organisations.

• Demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision-making.

The following schedule shows the form of assessment in each of the modules you need to pass or be credited with because of proven prior learning. For more detail on individual coursework assignments you will need to go to the individual module handbook. In each module you will be given a detailed assignment brief that identifies the assessment you will be undertake to demonstrate the module outcomes. Module Leaders/Tutors will ensure that each assessment is launched at the beginning of the module and will give information regarding support and how formative work will contribute to your learning and in meeting the module outcomes. Module leaders/Tutors will be happy to discuss issues related to the module assessments during group and individual tutorials as well as part of classroom discussions. Table 4 shows the assessments for each module Table 4: Module Assessments Certificate Level Assessments Modules

Assessment

Skills for Higher Education (15 credits)

Portfolio – learning and study activities and action plan (weighted at 100%)

Caring Communications (15 credits) Oral presentation of 15 minutes supported by audio visual aids (weighted at 100%)

Working in Health Care (15 credits)

Presentation with referenced handout (weighted at 100%)

Patient Journey (15 credits)

Essay 2,000 words (weighted at 100%)

Anatomy and Physiology (15 credits) Multiple Choice Exam (100% weighted)

Foundations of Care (15 credits) Case Study, 2,500 words (100% weighted) Competences in Health Care (1) (30 Credits)

1. Profile of Evidence 2. Reflective Diary 2,000 words

(weighted at 100%) Intermediate Level Assessments


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Modules

Assessment

The Role of Health Promotion in the Patient Journey (15 credits)

Poster Presentation (100% weighted)

Evidence Based Practice (30 credits) Essay 2,500 words (weighted at 100%)

Improving Client Care (30 credits)

Presentation (weighted at 100%)

Facilitating Learning of Others (15 credits)

Profile of Evidence (2,000 words) weighted at 100%

Competences in Health Care (2) (30 credits)

Viva Voce based on Profile of Evidence (weighted at 100%)

Typical Coursework Assignments The assessment methods used within the programme are varied and aim to develop your communication, presentation, reflective written and organisational skills. Your ability to plan, judge, communicate issues/debates, solve problems logically and develop original solutions in appraising critically the work of others and in managing their own learning are all significant contributors to determining your mark for a module. Practical skills and competences will be developed and assessed in your work-based area of practice. Portfolio The award aims to fully integrate your clinical/work experience with knowledge acquired through study. Some modules will require you to build a portfolio of evidence demonstrating your skills in their workplace. The portfolio will afford the opportunity for you to analyse, reflect and evaluate your real work experience enabling you to relate theoretical knowledge and practical skills. The module tutor and personal tutor will support you in compiling and presenting your portfolio. Written Assignments Essays will help develop written communication skills whereby you will produce sound arguments to support your analysis of theoretical concepts and their context in your own work environment. Seminar Presentations You will be required to present your knowledge and understanding of the assistant practitioner role and associated responsibilities to their peers in a formal setting. Viva Voce You will be given the opportunity to articulate your learning in a controlled environment to support your achievement of competency in practice and to articulate your learning and development.


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Reflective Diaries You will keep a reflective diary to illustrate how change is brought about in your own practice. The dairy will be reviewed regularly by their tutor/mentor and will be an important aspect of your formative development and assessment. Case Studies These will allow you to evaluate the implementation of theoretical modules into the practice based element of the award. Reflection on client cases will be governed by the Faculty of Health. The Faculty statement on Confidentiality and Ethical issues in Academic and Practice Learning will apply as contained in the Student Handbook. Examination These will measure your engagement with the subject matter and ability to express your knowledge Ethical Consideration Ethical considerations are important to all work-based assessments, when preparing an assignment you will need to be aware of any ethical issues that may be involved. It is expected that you will draw upon your clinical experiences whilst participating in academic and practice learning discussions; practice based assessments and formative and summative academic assignment work. This enables clear links to be made between theory and practice. You must be aware that your work based practice should ensure the highest standards of ethical practice. Essentially this means not involving patients or clients in anyway other than to provide their identified health care needs. Any data or records submitted as part of academic work or utilized during written, electronic or verbal discussions or presentations in health care learning environments and/or classroom settings must ensure anonymity. The Faculty Statement on Confidentiality and Ethical Issues is found in Appendix 3 Assessment of Grades When your performance on a module is evaluated it will be given a grade point i.e. a number between 0 to 15 and this grade will eventually be printed on your transcript against the module that you have enrolled on. Where you are require to present more than one piece of work for assessment, e.g. two written assignments, each assignment is marked separately. It will be necessary for you to achieve at least the minimum pass mark in each assignment in order to pass the module and gain the necessary credits. Assessment Criteria You will be given a result for your performance in each module. Your result will be determined by the appropriate Assessment Board by considering the elements of knowledge, communication and analysis in your assessed work in relation to the assessment referencing criteria tables below. These generic criteria may be enhanced by specific criteria set out in the individual assessment specification. Please see Appendix 4


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Submission of Assignments

How should my written work be presented? Written work should normally be word processed or typed and must be double spaced. The Harvard System of referencing should be used. You will be given a Study Skills Handbook which will provide you with guidance about the presentation of your work. Remember to stay within the word limit and adhere to the written guidelines you will be given for each module. Your University Reference Number must be clearly visible on the front. For each assignment one copy must be submitted in a soft, clear-fronted A4 plastic file with punched holes together with an assignment submission/feedback form. Do not place individual pages in clear plastic wallets within the file and please ensure that any additional leaflets, samples, are adequately attached. Folders which do not meet this requirement will not be accepted. The only exception to this will be ring-bound projects/dissertations. You should retain a second copy of your work as you submitted it, for your own reference and in case it is required by the Faculty. Penalties for Late Submission It is your responsibility to submit work on time. Failure to do so will normally result in the award of Grade Point 0 for that assessment. In this case you will have lost your first opportunity to submit the assessment and work handed in after the deadline may be treated as a retrieval attempt and receives a maximum of grade point 4. The University has an Extenuating Circumstances Policy which you are advised to use should you believe that the circumstances which led to you being unable to submit your work on time were beyond your control. Details of this are found at http://www.staffs.ac.uk/images/extenuating_cir_tcm68-15855.pdf Marking Process Essays, exams and presentations are marked on a scale of 1-15: grades 4-15 are passes and 1-3 referral grades at the first attempt or fail grades at second submissions. A full explanation of the grades is contained in the ‘Academic Award Regulations: Undergraduate Modular Framework’ http://www.staffs.ac.uk/images/ugrad_mod_fram_tcm68-12695.pdf

http://www.staffs.ac.uk/images/extenuating_cir_tcm68-15855.pdf

http://www.staffs.ac.uk/images/ugrad_mod_fram_tcm68-12695.pdf


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Your Module Handbooks will provide you with marking criteria and an explanation of what you need to do to achieve these grades, in relation to particular kinds of assignments. Your work will be marked by the module leader/tutor; it will then be internally moderated by another member of the Faculty staff. Following this process it will be sent to an external examiner who is an expert in the field, and usually a senior academic at another university. The external examiner is responsible for ensuring that the marking is appropriate across the range of modules comprising a particular subject area, and that the standards achieved by students on those modules are comparable with those of students on similar awards at other universities, as well as with the level and subject benchmarks established at the national level by the Quality Assurance Agency (QAA) for Higher Education. Assessment Boards, attended by the relevant external examiner(s), confirm the marks for all modules. The University’s regulations on Extenuating Circumstances apply in the case of late submissions and non-submissions. Module Results

You will be given a result for your performance in each module. After the award boards, where your marks are finally confirmed, your results will be sent to your home address. Your results will be determined by considering your performance in relation to the relevant assessment criteria. The assessment criteria will be closely linked to the learning outcomes of the module and will be included within the handbook for each module. Where there are two or more elements of assessment within a module, the overall result for the module will be determined according to the weighting of each assessment. Information on any such requirement will be contained in your module handbook. If you fail to achieve the specified minimum in an element of assessment you will be required to undertake further assessment. The feedback return period will not exceed 20-25 days, the anticipated feedback return times will be published within the individual module handbooks. In some cases in order for the feedback of work to be provided within this time, the marks for your work will be provisional and subject to final ratification by the Assessment Award Board.

Award Boards/Assessment Boards

The results of your modules will be considered by two boards. Firstly the Assessment Board(s) will consider, individually, the results of each module you have taken. The Assessment Board(s) will then make recommendations on the outcome of your modules to the Award Board, which will consider the profile of all the modules you have studied, will confirm the results of passed modules and allocate credit, and will determine what you need to do to retrieve any modules for which a Grade Point 0, 1, 2 or 3 has been awarded. If you are judged to have satisfied the module assessment criteria at threshold level, you will be awarded at least a Grade Point 4 (pass) for the module. You will not be permitted a further attempt at any element of assessment for which you have been awarded


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a pass grade (Grade Point 4 or above) in order to improve your grade, unless a claim for extenuating circumstances is upheld. Module Referral/Failure You are allowed 2 attempts at any one module: i.e. the original attempt and one retrieval opportunity. At the discretion of the Award Board, you may be offered the opportunity to retake the module, with attendance, if having made use of the first retrieval opportunity you have not passed the module. This discretion is very important and the Award Board takes care to make the appropriate decision. If you achieve an overall grade point of 3 or less for any module you will be referred. This usually means that you will be required to resubmit coursework or resit an examination, or both, depending upon the assessment mode for that module. Please note that you cannot pass a module unless you have attempted all of the assessment components. You will not be required to repeat any elements you have passed. If you are referred in any assessment then the maximum grade point awarded for that assessment will be 4. The overall grade point for the module will have an ‘R’ attached to show that it is a retrieved module. So if there was only one piece of assessment for a module, the mark for the module, if your resubmitted work passed, would be recorded as a 4R. If a module had two pieces of assessment each weighted at 50%, and you had passed one element at a grade point 6, and had to resubmit the other element, the overall mark would show as a 5R. However, if there are documented extenuating circumstances which explain the non-submission of coursework or non-attendance at an exam, or poor failing performance, then the Award Board may allow you either a chance to submit the coursework or take the exam without penalty, or a further assessment opportunity to improve your performance. The right to a second attempt at a failed assessment(s) will only be allowed where a first attempt has been made (unless a claim for Extenuating Circumstances have been successful) at that assessment(s).

It is important that you submit your assessment at first attempt on time or you will fail your module / award. If you think you will have difficulty submitting your assessment on time you must speak to your module tutor as a matter of urgency. You will not have the right to a second attempt if you have not made a first attempt (unless you have extenuating circumstances that are upheld). Therefore failure to submit a piece of work on the due date will result in the recording of a failed attempt unless extenuating circumstances apply


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When can I retrieve a referred Module? The Assessment or Award Boards will set the date by which you are required to retrieve the referral. The University does not undertake to make special arrangements to enable you to be re-assessed. If your final attempt to retrieve a referred module is not successful, you will fail the module. The Award Board may, however, at its discretion, offer you one final attempt, with attendance but this will only occur in exceptional circumstances. Qualifications Foundation Degree If you achieve 240 credits, you will be eligible for a Foundation Degree. If you have achieved 120 credits at Level 4 and need to or wish to leave your studies you will be awarded a Certificate in Health Care 4.0: Progression and Achievement Do I have to attend every classroom- based session? Your attendance is required at all teaching sessions for the modules for which you are enrolled, health and circumstances permitting. Teaching sessions include all tutor and student led activities. For small group sessions and seminars, you must attend the sessions to which you are assigned. Absence-what happens if I miss a class? If you are absent from module(s) on four consecutive occasions for reasons other than illness without the approval of the appropriate tutor, you may be deemed to have withdrawn from the module(s) and your registration will be cancelled. What if I encounter personal difficulties? The University expects students to meet published deadlines. Where, despite planning, work is not submitted on time, work will not be marked unless there are extenuating circumstances. It is very important that if you have any illness that prevents your attendance, you let your award leader or personal tutor know. Conversely, if you are experiencing personal difficulties that are interfering with your ability to attend or progress in the course please contact your personal tutor or award leader as soon as possible. If you know that your work will be late, due difficult circumstances, then you must complete an extenuating circumstances form, available from the Faculty of Health office or on http://www.staffs.ac.uk/Student_Information/extenuating _cir.pdf). Written details of the circumstances must be forwarded to the Faculty Office along with a

http://www.staffs.ac.uk/Student_Information/extenuating


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medical certificate if there is a medical problem causing the delay. Please check notice boards for further details. Do I have to progress? This award has been designed to allow you to exit at an interim award stage; Certificate in Health Care, this will be awarded if you achieve 120 credits at Level 4. What if I fail to complete a module?

In the event that you fail to complete the assessment required for a particular module, the assessment is deemed incomplete. In this situation, you normally have the right subsequently to complete the assessment for presentation on one subsequent occasion, and to a timescale determined by the assessment board at the time of the initial failure within a period of two calendar years from the date of the assessment board. The University does not undertake to make special arrangements to enable you to complete the assessment. How do I resit a module or part of a module?

Details of re-submission dates will be issued with results. If for any reason you are required to be re-assessed in the following academic year, you must re-enrol with the University. No fees will be charged. Failure to re-enrol will mean your assessment cannot be processed. What if I have to withdraw from a module(s) In the event you have to withdraw from a module, it is essential that you notify the Faulty office at Blackheath Lane, Stafford in writing. Failure to do so may result in you being recorded as having failed the module(s).

How do I submit and collect my assessed work?

The schedule of teaching and assessment normally follows the arrangements for all awards within the University. You will be notified of your assessment submission dates at the beginning of each year of the award. When submitting your work for assessment please ensure that one copy of your work is handed in to the Faculty Office at Blackheath Lane, Stafford, accompanied by a Faculty Feedback sheet. You are expected to ‘sign-in’ the assignment at the Faculty of Health reception. Teaching staff will not accept delivery of assignments. It is preferable to deliver the work by hand and you are strongly advised to keep a copy of all work submitted. You will receive a receipt of submission from the receiving member of staff.


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Assignments may be submitted at any point up to 16.00 on the submission date. For safe measure please ensure you keep a copy of your work either on a computer disc or as a photocopy of the original. You will be a given a date when you can collect your marked feedback sheet and written work from the Faculty Office at Blackheath Lane, Stafford. Results will not be given by telephone. It is your responsibility to ensure we have an up to date postal address for you. If you would like further information on procedures regarding publication of results please access the University web site on http://www.staffs.ac.uk/Student_Information/pdf_academic/pol_on_pub_of_assess_res.pdf. What if I encounter practical/personal difficulties? If you know that you will be late with your work, or unable to submit it at all due to difficult circumstances, then you must complete an “Extenuating Circumstances” form available from the Faculty of Health offices or the Learning Centre at Burton Hospitals NHS Trust. The completed form must be forwarded to the Faculty of Health Administrator (Sue Reade at the Shrewsbury campus) along with supporting evidence, for example, a medical certificate if there is a medical problem causing the delay. As most part-time students have demanding full-time posts, “pressure of work” will not be considered to be an extenuating circumstance. You will find guidance on completion of the claim attached to the form. Submission to the Faculty of Health’s Extenuating Circumstances Panel must be within 10 working days from the assessment submission date. It is the student’s responsibility to ensure the correct completion of the form and to provide appropriate supporting evidence. If you experience difficulty in completing the form or with the process, please ask for advice in the Faculty Office, from the Module Leader/Tutor or from the Students’ Union Advice Centre. Further details regarding extenuating circumstances policy are available form: http://www.staffs.ac.uk/images/extenuating_cir_tcm68-15855.pdf How will my results be issued? It is important that you check the Faculty of Health or your module leader/teacher, for information on how your results will be provided but they are usually posted out to students. Results will normally be issued within six weeks of submission and will have been ratified at the Award Board. What if I change my address? IMPORTANT: If you change your address, you are responsible for ensuring the correct documentation is completed (please collect the form from Faculty of Health offices). Failure to do so will result in you not receiving your results and feedback.

http://www.staffs.ac.uk/Student_Information/pdf_academic/pol_on_pub_of_asse

http://www.staffs.ac.uk/images/extenuating_cir_tcm68-15855.pdf


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Data Protection (please also read appendix 4) Throughout your time at the University, we will gather data about you, from your initial application to us, through to your graduation and beyond. When you enrol, you will be asked to sign a consent form for the release of data under the Data Protection Act 1998. This is to allow us to disclose information to prospective employers or other universities. This consent will remain in perpetuity unless, at any time, you tell us that you wish to withdraw your permission. We have a responsibility under the Act to ensure that your data is kept safe and secure and is as up-to-date as possible. We will rely on you to tell us when certain data changes, e.g. work address, home address, name. The data we gather will be used in accordance with our registration under the Data Protection Act 1998. We have a statutory and legal requirement to supply some of the data to third parties, such as the Higher Education Funding Council for England, the Higher Education Statistics Agency, Social Security, your Local Education Authority (to allow us to claim tuition fees, for instance), the Student Loans Company and the Police (in connection with potential criminal offences). Under our registration we are also able to pass your data to other named categories of third parties, such as the Students’ Union (to enable you to have membership), your term-time Local Education Authority or Borough Council (to enable you to claim exemption from Council Tax), our Alumni Office and Professional Bodies. This list is not exhaustive. Sometimes, particularly as you get to the end of your studies, prospective employers or other universities could contact us to verify details about you, such as your assessment results and degree classification, your attendance record or to ask for a reference. We will only provide this information if you have explicitly agreed for us to do so (see paragraph 1 above). If you have not given your consent to disclosure, we will require you to contact us directly to give permission to release the information, or require that the third party sends us a statement from you agreeing to the disclosure. Obviously this can be very time-consuming and could jeopardise your changes of a job.

If, at any time, you wish to object to the accessing, processing or disclosure of your personal data, you can do so in writing to:

Bernard Shaw University Data Protection Officer, Staffordshire University, College Road, Stoke-on-Trent, Staffordshire ST4 2DE


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An important note about Academic Misconduct Cheating may be defined as any attempt by a candidate to complete an examination or assessment by unfair means. Plagiarism may be defined as a candidate submitting the work of others as his/her own for the purpose of satisfying formal requirements. You should be very careful only to submit your own work and to recognise any sources that you use in the course of your research including electronic sources, eg Internet. You should note that when you sign your assignment marking/feedback sheet, you are stating that the work is your own. Where plagiarism/cheating is suspected, Staffordshire University regulations and procedures will be followed. Plagiarism or cheating, referred to as academic dishonesty, is regarded very seriously and in cases where it is found to have occurred the Assessment Board will determine the course of action to be taken. This may include deeming you to have failed the module/group of assessments of which it forms a part and to determine the condition, if any, upon which you may be admitted for reassessment. Access the following web pages for further detail and information on this subject: http://www.staffs.ac.uk/images/academic_dishonesty_tcm68-12681.pdf Reproducing handouts given in class as an assignment or for any other presentation on a course or in your workplace, without permission or acknowledgement is also unacceptable. An important note about Expulsion for Poor Attendance or Unsatisfactory Progress The regulations of the University will be applied in circumstances of poor attendance or unsatisfactory progress by a student. For more information, see the University Regulations via the University web pages at: http://www.staffs.ac.uk/current/regulations/index.php. Special needs

If you encounter any difficulties of a nature not previously identified or notified to the University, or if you feel that you require further assistance, please seek advice from either your personal tutor or student support services. Additional Information: Disability Services

http://www.staffs.ac.uk/images/academic_dishonesty_tcm68-12681.pdf

http://www.staffs.ac.uk/current/regulations/index.php


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Located within Student Support is Disability Services, where a range of services available for advice, information and support continues to develop. We encourage students to contact us as soon as possible, as early discussion of your support needs is essential. Within available resources we might be able to provide;

• Academic and domestic support workers; • Help with the application for the Disabled Students’ Allowances

(DSA) or other sources of funding for support; • Specialist staff on each main campus for advice, information and

support • Help with arranging additional examination arrangements; • Assessment of academic support needs and enabling technology

solutions in the Staffordshire Regional ACCESS Centre; • Diagnostic testing for dyslexia; • One to one dyslexia tuition; • Specialist communication support for deaf and hard of hearing

students; • Liaison with teaching and other staff to help you co-ordinate your

support arrangements; • Help with access to suitable residential accommodation; • Bookable vehicle with wheelchair access;

To make an appointment to see a member of the Disability Services team call 01782 294977 (Stoke campus) or 01785 353302 (Stafford campus).

We are open from 9am to 5pm Monday to Thursday and 4.30 on Friday. You will find us in Room C306, 3rd Floor, Beacon Building on the Stafford campus and in the Student Support Building in Winton Square, Station Road in Stoke (opposite the railway station, to the right of the North Stafford Hotel). Alternatively you can pick up one of our leaflets in the Information Centres, the Students’ Union and Libraries or visit our web site at: http://www.staffs.ac.uk/uniservices/ess/Disability_Advisory_Service/Disability_Support.php . Please note there may be a waiting list for some of our services. If you have a disability or specific learning difficulty (dyslexia) you may be eligible to apply for extra funding in the form of the DSA. These allowances are intended to cover any extra costs or expenses you have while you are studying that arise because of your disability. They are not intended to pay for disability related costs that you would have whether you were a student or not. Full details are available form your LEA or Department for Education and Skills (DFES). Students with a disability/special needs are managed in accordance with the Disability Discrimination Acts (DDA) 1995 and 2005 and are well supported by a member of academic staff who has the expertise to provide assessment and one to one support in order to address specific educational requirements. If you are experiencing difficulties and may require additional support, you are advised

http://www.staffs.ac.uk/uniservices/ess/Disability_Advisory_Service/Disability_S


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to contact: Caroline Loven on tel: 01785 353681 or 01743 261136 or email her at [email protected].

Please note that all personal data is confidential and no information will be disclosed without the written consent of the individual concerned. If your disability/special needs are likely to impinge on your academic or clinical performance you are strongly advised to inform the appropriate lecturers and/or mentors. If the university consider that in certain circumstances your safety or that of others could be at risk without this information, it may prevent you from being able to fulfil all the academic and professional requirements of the Award. Pastoral Support

Your award leader / personal tutor will endeavour to help you during times of personal distress, particularly if it is related in any way to your award. However, it is important to note that the University provides a wide range of welfare services, which you are invited to access. Details are given in the Student services handbook found at: http://www.staffs.ac.uk/a2z4u/ . Remedial Meetings

In the event of you being referred in an assessment of theory, the Faculty of Health will notify you by letter, requesting you to contact your module tutor or personal tutor. It is important that you arrange a prompt meeting with them so that you can discuss and plan the following:

• Possible cause of failure; • Learning contract; • Remedial work / action plan; • Date of resit / resubmission; • Implications of referral • Any extenuating circumstances; • Details of the appeals procedure.

You will be given individual advice and support by your module tutor aimed at enabling you to develop the required academic level. However, you will be expected to fulfil any tasks as agreed, and provide evidence of work for discussion at the meeting(s).


http://www.staffs.ac.uk/a2z4u/


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5 LEARNING RESOURCES AND QUALITY ISSUES What library and information services are available? During your course you will have access to the Staffordshire University Library and Information Resources. In terms of the Faculty of Health we can offer a collection of approximately 30,000 books, videos, and study packs and a range of nearly 300 journals in nursing, midwifery, medicine, psychology, sociology, sports health, NHS Management and other health related topics. In addition to these specific health related resources you will have access to the wider University Library system, including specialised CD ROM databases and Online and Internet resources. Material from national libraries can be accessed through the inter-library loans system. Many text books are available to read electronically. You will be able to access the Medical Library at Queens Hospital Burton where you will be able to register and have full lending rights. The library staff will be happy to help you use the library. We recognise that if you have had a break from studying for a while, then it will take time to learn how to use the library; library staff do not expect you to work it out for yourself! Every subject taught within the university has a subject team associated with it. This subject team will offer you professional advice and support. The subject teams offer a range of services, including:

• an introduction to the library and a set of user guides which will remind you of things covered in the introduction. Library publications on a whole range of subjects, including how to access and select CD ROM databases, and how to use the electronic catalogue;

• specialist skills workshops showing techniques of literature searching using electronic media;

• an Enquiry Service; • specialist help. The subject librarians are there to help you, please

do not hesitate to ask.

How do I contact the Library? The Nelson Library is based at the Stafford, Beaconside Campus and is signposted from the main entrance to the site. The Thompson Library is based at Stoke behind the Cadman Building on College Road. The Faculty of Health collection is located on both the Shropshire and Staffordshire sites:

Site Librarian Address and Telephone Number STAFFORD Pam Dunning Nelson Library, Staffordshire University, P.O. Box

368, Beaconside, Stafford, ST18 0YU


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Tel: 01785 353606 TELFORD Louise

Stevens Library, Education Centre, Princess Royal Hospital, NHS Trust, Apley Castle, Telford, TF6 6TF. Tel: 01952 641222, x 4440

SHREWSBURY Shirley Kennedy

Library, Faculty of Health, Royal Shrewsbury Hospital (North), Mytton Oak Road, Shrewsbury, SY3 8XQ. Tel: 01743 261440

*OSWESTRY Marie Carter Francis Costello Library, Institute of Orthopaedics, Robert Jones and Agnes Hunt Orthopaedic Hospital, Gobowen, Oswestry, Shropshire Tel: 01691 404388

STOKE Paul Johnson Thompson Library Staffordshire University, College Road, Stoke Tel: 01782 294875

* Specialist collection of Orthopaedic books

Information Technology

The University IT Services manages the computer network and facilitates the effective use of computers by Faculty of Health students and staff in the university. The Student Guide to Information Services is a comprehensive guide to all IT student facilities and can be found at http://www.staffs.ac.uk/images/student_handbook_tcm68-13792.pdf . It is also available from all Help Desks, Advisory Desks and Information Points Main advice centres:

The Octagon (01785) 353339 Beaconside, Stafford K016 - Student IT Help Desk Concourse area. Brindley IT Centre (01782) 294135 Brindley Building, Leek Road, Stoke-on-Trent Cadman IT Centre (01782) 294508 Cadman Building, College Road, Stoke.

Lichfield Centre (01543) 301109 The Friary, Lichfield.

Faculty of Health IT facilities:

Blackheath Lane (01785) 353761 Stafford – BL102 – the Student Workroom – advice available in the Nelson library. Shrewsbury (01743) 232687 Help is available via the telephone located within the student lab which connects directly to the Help Desk at Beaconside. IT Room H and Room L.

http://www.staffs.ac.uk/images/student_handbook_tcm68-13792.pdf


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Oswestry (01691) 404000 Advisory Desk is located at the Faculty of Health reception. Telford (01952) 641222 Advisory Desk is located in the Library.

Support services:

IT Services supports a wide range of computing facilities across the university, including: • Over 2000 distributed desktop computers: Windows PCs and

Apple Macintosh; • Open access student computer laboratories equipped with a

range of standard and subject specific software; • A campus network connecting all computers and giving access

to the Internet; • World Wide Web; • A network of Digital Alpha, NT and VAX multi-access and

client/server computers; • Laser and inkjet printers; • Electronic mail account for each student; • Friendly advice and assistance to users near their workplace;

programming; operations; equipment purchase, installation, maintenance and repair; communications and networking;

• Systems analysis and design. • Training on use of IT equipment, media and software. Three free

Basic IT Skills courses are offered to all new students: § Introductory IT skills and word processing; § Introduction to email; § Introduction to the Internet.

Enrol at your local Advisory Desk.

Sales IT Services Help Desks sell a range of computer-related items to students on a non-profit basis.

Printing Black and white printing is available in all labs with high quality colour printing available from selected Help Desks.

Software and documentation For a full list of student open access areas and the software available in each lab, obtain the following documents from your local Help Desk: L026 Software at Stafford and L027 Software at Stoke A wide range of user documentation is available from IT Services, see USER 136 Printed list. Help and advice


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IT Services staff provide advice and assistance on most aspects of computing. If you have a problem using any of the personal computers, or printers, contact your local Help Desk or Advisory Desk. Faculty of Health Web Page Please find below the link to the newly developed Student Handbook - designed as an on-line reference point to support your individual Faculty/School Handbooks/homepages. http://www.staffs.ac.uk/courses_and_study/student_life/student_handbook/ The Faculty of Health Web page can be accessed at: http://www.staffs.ac.uk/faculties/health

Email

Every enrolled student has access to an individual email account. Information is in the IT services student handbook, or available at any help desk. Sessions on using email and computers can be booked at induction, or further information can be obtained at the Faculty of Health offices. Appendix 1: Induction Guide If you are studying with us at Staffordshire University for the first time or are returning after a break from study, you may want to use this online induction guide to learn about some of the services on offer to you to enable and enhance your study.

ONLINE INDUCTION ACTIVITY a FURTHER INFORMATION AVAILABLE

Access MyPortal from the “drop down” quick links box on Staffordshire University’s home page at www.staffs.ac.uk to access Award Handbook Read Award Handbook

Make a note of anything you do not understand as you read your handbook. Contact your award leader or personal tutor for further clarification. If you are unclear about your award pathway, or whether you are on the right award, please contact your award leader as soon as possible.

Find out the library and information services available by accessing Staffordshire University’s InfoZone on : http://www.staffs.ac.uk/uniservices/infoservices/infozone InfoZone provides the information you require to enable you to use the University’s information services including both the library and information technology

If you would like more information or have a query about library/information services you can

1. Email : [email protected]

2. Ring 01785 353236 (Nelson Library – Stafford Campus)

01743 261061 (Shrewsbury Campus library)

Through MyPortal click on “study skills” to find out about why study skills are important and to learn

If you would like to find out more about support available for

http://www.staffs.ac.uk/courses_and_study/student_life/student_handbook/

http://www.staffs.ac.uk/faculties/health

http://www.staffs.ac.uk

http://www.staffs.ac.uk/uniservices/infoservices/infoz



40

about the wide study skills information and support available to you either on line or in person as a Staffordshire University student.

developing your study skills, you can email: [email protected] or visit one of the study skills centres at either the Nelson or Thompson libraries

Visit the student guidance website to learn about support available to you throughout your course.

If you have a particular concern or query please contact one of the Faculty’s Student Guidance Advisors: Andrea Alker [email protected] Amanda Holt [email protected] 01785 353795

Disability Discrimination Act 2005 Under the duties outlined in Part 4 of the DDA 1995, Staffordshire University like all other HEIs has already adopted an anticipatory approach to the provision of student facing services. This means, among other things, that all students declaring a disability; once offered a place on an award at Staffordshire, can expect that a learning, teaching and assessment strategy (for example, extra time in examinations or extra time to complete assignments) will be developed for them which will allow them to demonstrate the same learning outcomes and levels of achievement as their peers. In order to ensure that an appropriate learning environment is in place, students will be asked to attend for an assessment of their particular study support needs by the Disability Advisory Service. The assessment itself is carried out by Staffordshire Regional Access Centre. With the Student’s permission, the outcome of this assessment is communicated, on a ‘need to know’ basis only, to relevant teaching, administrative and technical staff who are responsible for implementing its recommendations. Where appropriate, an evacuation plan will also be agreed between a student and a tutor/facilitator to ensure personal safety during an emergency. The 2005 Act requires all universities to extend the anticipatory duties of the 1995 legislation to every aspect of its activities. There is a general duty to eliminate unlawful discrimination and harassment; promote equality of opportunity between disable people and to take account of disabled persons’ disabilities, even where that involves treating disabled people more favourable than others. These general duties under the 2005 Act are underwritten by the University’s obligation to produce a ‘Disability Equality Scheme’. The Faculty of Health is fully committed to participation in the development of this scheme. 6.0 Maintenance and Enhancement of Standards and Quality The Faculty uses robust mechanisms for quality assurance, including established systems for self-assessment and action planning, as described in





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their Quality Assurance documents. The operation of the programme will be monitored and evaluated annually by the Faculty and by the University. The annual monitoring process is well established and effectively evaluates qualitative and quantitative information, drawing evidence from programme teams, external examiners, students’ feedback and cohort statistics. Action plans are established to resolve issues arising and these matters are followed up in the following years annual monitoring. Quality management procedures will be through:

• Student evaluation forms on each module • Module leaders report forms • Course development days to review and evaluate practice • The production of an annual monitoring report by the award team

and the preparation of action plans for the development of the programme

• The appointment of an external examiner

What happens to student feedback?

Students are given the opportunity to provide written feedback on each module as it finishes and Module Leaders also invite verbal feedback via a SWOT analysis. Constructive feedback with practical suggestions for improvement and recognition of positive aspects is most helpful. Module Leaders summarise the evaluations for their annual reports along with any action required/taken in response to feedback. These annual reports then inform the overall annual reports for awards and the programme. General issues regarding the operation of the award can be dealt with through your Student Representative or your Personal Tutor. With regard to individual modules you can talk to the Module Tutor delivering the module. At the end of each module and in accordance with University Quality Assurance procedures your views will be canvassed through student feedback questionnaires.

Appendix 1 Map of Award Outcomes Table 1: Typology of award outcomes and indicative descriptions of levels On completion of each level of study Staffordshire University student will be able to:- Common learning outcome headings

CERTIFICATE

INTERMEDIATE

Knowledge and Understanding

Demonstrate an understanding of the core principles and underlying concepts of healthcare practice. (KSF 6.1, 2.1)

Demonstrate knowledge and a critical understanding of the well established concepts and principles of healthcare practice. (KSF 6.2, 2.2)

Learning Develop clear, basic arguments exploring the debates around healthcare practice and make sound judgements in accordance with basic theories of healthcare practice. (KSF 1.1)

Understand the limits of their knowledge and competence in healthcare practice, and how this influences, analyses and interpretations based on that knowledge in accordance with (KSF 1.2)

Enquiry Demonstrate knowledge and understanding of the main methods of enquiry from the various perspectives employed in their study of healthcare practice and the use of the key principles of information literacy. (KSF 2.1, 4.1)

Demonstrate knowledge of the main methods of enquiry and evidence based practice in healthcare practice and demonstrate application of the key principles of information literacy. (KSF 2.2, 4.2)

Analysis Evaluate and interpret the concepts and principles identified in the literature explored in the various modules studied. (KSF 5.1, 2.1, 3.1)

Use a range of research, reasoning and problem-solving skills to initiate and undertake critical analysis of information and assessment data. (KSF 5.2, 2.2,3.2)

Problem Solving

Explore and evaluate various approaches to resolving problems identified in the area of healthcare practice. (KSF 2.1, 4.1, 5.1)

Evaluate critically the appropriateness of different approaches to solving problems and make professional judgements arising from assessment and analysis. (KSF 2.2, 4.2, 5.2)

Communication Communicate an understanding of the main debates and principles in healthcare practice accurately and reliably through assessed work. (KSF1.1, 5.1, 4.1)

Communicate effectively information and arguments in a variety of forms, to colleagues, patients and carers, and deploy key techniques of the discipline effectively. (KSF. 1.2, 4.2, 5.2)

Application Undertake further development and application of new skills within a structured and managed healthcare practice environment. (KSF 4.1, 6.1)

Apply underlying concepts and principles of healthcare practice in a wide variety of practice environments for clients across the age continuum. (KSF 4.2,2.2)

Reflection Exhibit personal responsibility through the application of transferable skills within the context of healthcare practice employment. (KSF 2.1)

Demonstrate qualities and transferable skills necessary for assistance practitioner practice, including the development of existing sills and acquisition of professional competencies that will require the exercise of personal responsibility and decision-making and will enable students to assume significant responsibility within their practice environment. (KSF 2.2)


2

Appendix 2 – Map of Award 2008/2009 Sept October November December January February March April May June July August Se

Mondays 11 18 25 6 13 20 27 3 10 17 24 1 8 15 22 29 5 12 19 26 2 9 16 23 2 9 16 23 30 6 13 20 27 4 11 18 25 31 8 15 22 29 6 13 20 27 3 10 17 24 31 7

YEAR 0 Term week Easter Summer

Course week

University week

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7

Students enrol on Skills for HE Module Skills for HE 15 credits (Core) Attendance 4 Days – 08.05.08/22.05.08/19.06.08/10.07.08 Assessment √

09/2010 Sept October November December January February March April May June July August Se Mondays 14 21 28 5 12 19 26 2 9 16 23 30 7 14 21 28 4 1

1 18 25 1 8 15 22 1 8 15 22 29 5 12 19 26 3 10 17 24 31 7 14 21 28 5 12 19 26 2 9 16 23 30 6

YEAR1 Term week Christmas Easter Summer

Course week

University week

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7

Module Working in Health Care (Core) 15 credits

2 hours taught every other week

Anatomy and Physiology (Shared) 15 credits

3 hours taught every other week Patient Journey -1

15 credits (Shared) 2 hours taught every other week

Foundations of Care (Shared) 15 credits


Practice Module (30 credits)

Caring Communications (Core) 15 credits


Competencies in Health Care (1) (Sp) Practice based with 1 hour guided

reflection every other week

Competencies in Health Care (1) Practice based with 1 hour guided


Attendance Assessment √ √ √

√ = Assessment Hand In Students will attend one day per every other week during term time from September 2009 – April 2012. The day will be 6 hours in length, indication of taught/facilitated time is given above, and the remaining time would be enable students to access tutorial support, engage in group work activities and/or undertake personal study and reflection. Graduation would be planned for July 2012.


3

2010/2011 Sept October November December January February March April May June July August

Mondays 13 20 27 4 11 18 25 1 8 15 22 29 6 13 20 27 3 10 17 24 31 7 14 21 28 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 20 27 4 11 18 25 1 8 15 22 29 5 YEAR 2 Term week Christmas Easter Summer

Course week

University week

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3

Students re-enrol on award Successful students start level 2 studies Module Foundations of Care

(2 terms) 2 hours taught every other week

Evidence Based Practice (Core) 30 credits

2 hours taught every other week The Role of Health Promotion in the Patient

Journey 15 credits


Evidence Based Practice 30 credits


Practice Modules (30 credits and 15 credits)

Competencies in Health Care (1) 30 credits Practice based with 1 hour guided


Competencies in Health Care (2) (Sp) Practice based with 1 hour guided reflection

every other week

Facilitating the Learning of Others (Shared) Practice based with 30 minutes guided


Competencies in Health Care (2) Practice based with 1 hour guided


Facilitating the Learning of Others Practice based with 30 minutes guided


Attendance Assessment √ √ √

2011/2012

Mondays 12

19 26 3 10 17 24 30 7 14 21 28 5 12 19 26 2 9 16 23 30 6 13 20 27 5 12 19 26 2 9 16 23 30 7 14 21 28 4 11 18 25 2 9 16 23 30 6 13 21 27

YEAR 2 Term week 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1 2 3 4 5 6 7 8 9 10 11 12 Easter 1 2 3 4 5 6 7 8 9 10 11 12 Summer 1 2 3 4

Course week

University week

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 1 2 3 4 5 6 7

Students re- enrol on award Graduation!

Module Improving Client Care (Shared) Improving Client Care 30 credits

Practice Modules (C = 30 credits and A = 15 credits)

Competencies in Health Care (2) Practice based with 1 hour guided reflection

every other week Facilitating the learning of Others

15 credits Practice based with 30 minutes guided reflection

every other week

Competencies in Health Care (2) Practice based with 1 hour guided reflection

every other week

Attendance √ Assessment A C


4

√ = Assessment Hand In A = Assessment in Practice Hand In C = Competencies in Health Care Hand In


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Appendix 3

Faculty of Health

Statement on Confidentiality and Ethical Issues in Academic and Practice Learning (2007- 2008)

It is expected that students will draw upon their clinical experiences whilst participating in academic and practice learning discussions; practice based assessments and formative and summative academic assignment work. This enables clear links to be made between theory and practice.

Direction and guidance on the confidentiality and appropriate use of data in professional settings including rationale for access to patient data is offered by the Caldicott Committee (1997), the Data Protection Act (1998), and professional bodies, including NMC, GSCC and HPC.

Students must be aware of their responsibility and demonstrate their ability to hold in confidence any personal information that becomes known during any aspect of a course of study within the Faculty of Health. Essentially this means not involving patients or clients in anyway other than to provide their identified health care needs. Any data or records submitted as part of academic work or utilized during written, electronic or verbal discussions or presentations in health care learning environments and/or classroom settings must ensure anonymity and must not refer to individuals in any way. The right to confidentiality extends to clients, peers and colleagues. Where any personal information is disclosed for professional, academic or other purposes the anonymity of the individual client; peer or colleague should be ensured. This may be achieved through the use of pseudonyms or codes. Students may refer to documentation used during their clinical practice, provided it does not disclose personal information, within their academic work and if these documents are in the public domain students will not be penalised.

Students are reminded that activities that involve conducting research necessitate approval by the Faculty Research Committee. Research and activities that may be construed as research that involve NHS patients, data relating to patients and the use of NHS resources including staff require approval by the NHS Trust through the Local Research Ethics Committee.

The Faculty of Health has a responsibility to ensure that students maintain appropriate confidentiality, anonymity and to obtain ethical approval where necessary. If work is submitted that does not meet this criterion the markers will be unable to continue to scrutinize the work and a mark of F1 – 1% will be awarded.


2

Appendix 4: Grading Criteria Grading Criteria for the Award of Marks Level 4

GRADE CRITERIA

A 15

14

13

Distinction

The work exceeds the requirements of the assessment Clear organisation and structure showing innovation and creativity in approach. Very good understanding of the subject area demonstrated. Accurately interprets information identifying strengths and weaknesses showing the ability to compare and contrast ideas using literature. Some attempt at debate and developing argument with some evidence of analysis. Shows some application of theory to practice (where applicable). Evidence of wide and appropriate reading which is correctly referenced. Selects main points from material and identifies relationships between ideas, theories or arguments.

B 12

11

10

Merit

The work fulfils and goes beyond the requirements of the assessment Clear organisation and structure in approach with clear focus throughout. Good understanding of the subject area demonstrated. Identifies some strengths and weaknesses of the information and there is some attempt to compare and contrast ideas using literature. Some attempt at debate and argument. Shows some application of theory to practice (where applicable). Use of a good range of current, relevant, supportive literature which is generally correctly referenced. Selects main points from material and identifies relationships between ideas, theories or arguments.

C 9

8

7

Pass

The work fulfils the requirements of the assessment brief Satisfactory organisation and structure of the work which is sufficiently focussed. Satisfactory number of key issues identified. Satisfactory knowledge and understanding of the subject area demonstrated. Mainly descriptive approach with some evidence of discussion. Limited application of theory to practice (where applicable). Evidence of some appropriate reading. Referencing developing but some errors evident. Selects main points from material and identifies some relationship between ideas, theories or arguments.

D 6

5

4

Pass

The work just meets the basic requirements of the assessment Organisation and structure of the work needs some attention to detail. Some knowledge and understanding of key issues demonstrated. Selects some appropriate key issues from the literature. The work is largely descriptive, superficial in some places with simple explanations given, however there is evidence of understanding. An attempt to relate theory to practice is evident (where applicable). Evidence of some appropriate reading although range is limited. Some attempt to reference but errors evident.

E 3

2

Borderline Fail

The work meets some, but not all requirements of the assessment The organisation and structure of the work is generally poor. The work is largely disorganised and hard to follow. The knowledge presented is superficial with limited evidence of understanding. There is lack of identification of strengths and weaknesses of related material. There is little or no attempt to apply theory to practice (where applicable). There is little evidence of appropriate reading with many referencing errors.

F1

Outright Fail

The work fails to meet the requirements of the assessment The knowledge presented is very poor with little or no understanding demonstrated. There is an insufficient focus on the assessment requirements. No attempt to relate theory to practice where applicable (where applicable). There are many inaccuracies presented in the work. The work is disorganised and hard to follow. There are very few or no supporting references in the piece of work. The requirement for confidentiality, anonymity or ethical approval has not been met. There is inaccurate, unsafe or grossly prejudicial material included.

U 0 Non-submission

Please note that students should produce work within the word limit. A student who submits work that exceeds the specified word limit by 10% or more will automatically be penalised by a reduction of 10% of total available marks.


2

Faculty of Health Grading Criteria for the Award of Marks Level 5

GRADE

CRITERIA

A 15

14

13

Distinction

The work exceeds the requirements of the assessment Clear and logical organisation and structure demonstrating innovation and creativity. Excellent knowledge and understanding with accurate inclusion of most recent evidence based information. Clear application and integration of relevant theory and practice (where applicable). Evidence of breadth and depth of knowledge demonstrating problem-solving, debate and argument with critical analysis of material. Excellent use of a wide range of current, relevant supportive literature correctly referenced. Explores relationships between ideas, theories or arguments. Evidence of critical evaluation of own work and that of others.

B 12

11

10

Merit

The work fulfils and goes beyond the requirements of the assessment Clear organisation and structure which is well planned and organised. Most key issues are clearly identified with evidence of critical thinking, problem-solving and analysis of literature. Evidence of good knowledge and understanding of the information presented. Evidence of wide and appropriate reading which is referenced correctly. Good evidence of the application of theory to practice (where applicable). Identifies relationships between ideas, theories or arguments.

C 9

8

7

Pass

The work fulfils the requirements of the assessment brief A logical and well planned piece of work with clear organisation and structure. Evidence of satisfactory level of knowledge and understanding. Some key issues are identified with some evidence of critical thinking, problem-solving and interpretation of literature. Evidence of application of theory to practice (where applicable). Sufficient use of research and relevant literature, generally correctly referenced. Selects main points from material, identifying relationships between ideas, theories or arguments.

D 6

5

4

Pass

The work just meets the basic requirements of the assessment Presents a fairly logical and structured piece of work with sufficient focus. Level of knowledge and understanding acceptable. Demonstrates some application of theory with practice (where applicable) although depth and detail are lacking. Mainly descriptive approach with some evidence of discussion and interpretation of issues. Some evidence of research or literature review with some errors in referencing. Relationships between ideas, theories or arguments outlined.

E 3

2

Borderline Fail

The work meets some, but not all requirements of the assessment Essay planning, organisation and structure are generally poor, with little or no evidence of critical thinking and interpretation of information. Lack of knowledge and understanding of the subject in some areas. Little or poor evidence of appropriate reading and study. Current, relevant supportive literature is inadequate, with referencing errors. Weak attempt to identify relationships between ideas, theories or arguments.

F1

Outright Fail

The work fails to meet the requirements of the assessment Very poorly planned and organised piece of work with insufficient focus on the requirements of the assessment. A limited number of key issues are identified and there is little evidence of discussion or attempt to interpret or draw conclusions from literature. Lack of knowledge and understanding of the subject. Minimal reference to practice (where applicable). Little evidence of appropriate reading with many errors in referencing. Poor or no attempt to identify relationships between ideas, theories or arguments. The requirement for confidentiality, anonymity or ethical approval has not been met. There is inaccurate, unsafe or grossly prejudicial material included.

U 0 Non-submission

Please note that students should produce work within the word limit. A student who submits work that exceeds the specified word limit by 10% or more will automatically be penalised by a reduction of 10% of total available marks.


3

Grading Criteria for the Award of Marks Level 4

GRADE

CRITERIA – ORAL / VIVA VOCE EXAMINATIONS AND ORAL PRESENTATIONS

15

A 14

13

DistDistinction

The work exceeds the requirements of the assessment brief and: Demonstrates creativity and originality. The presentation is well organised, clear and logical. Demonstrates good communications and technical presentation skills. Shows an ability to obtain, apply, evaluate and debate the strengths and weaknesses of relevant research-based or other authoritative information or, where appropriate, information relating to personal conduct or practice. Demonstrates critical thinking, problem-solving and debating skills. Demonstrates critical self-awareness. Demonstrates a consistent integration between theory and clinical practice.

12

B 11

10

Merit

The work exceeds the requirements of the assessment brief and: Demonstrates some creativity and originality. The presentation is clear and logical. Demonstrates communications and technical presentation skills. Shows an ability to obtain, apply and evaluate relevant research-based or other authoritative information or, where appropriate, information relating to personal conduct or practice. Demonstrates analytical, problem-solving and debating skills. Demonstrates some critical self-awareness. Demonstrates a mainly consistent integration between theory and clinical practice.

9

C 8

7

Pass

The work meets the requirements of the assessment brief and: The presentation is clear although not always logical (or vice versa). Demonstrates some communications and technical presentation skills. Shows an ability to obtain and apply relevant research-based or other authoritative information or, where appropriate, information relating to personal conduct or practice. Demonstrates some analytical, problem-solving and debating skills. Demonstrates self-awareness. Demonstrates an acceptable level of integration between theory and clinical practice.

6

D 5

4

Pass

The work meets the requirements of the assessment brief and: The presentation lacks substance. Communications and technical presentation skills are adequate. Shows an ability to obtain and describe relevant research-based or other authoritative information or, where appropriate, information relating to personal conduct or practice. Shows some evidence of problem-solving skills. There is some evidence of self-awareness. Demonstrates a superficial integration between theory and clinical practice.

Borderline Fail E

3

2

The work meets some but not all of the requirements of the assessment and: The presentation is confused and illogical. Communications and technical presentation skills are poor. The research-based, other authoritative information or information relating to personal conduct or practice presented is inadequate and outdated. Information presented is often anecdotal in nature. The presentation is largely descriptive. Demonstrates a poor level of self-awareness. Demonstrates an inability to integrate theory and clinical practice.

Outright Fail

F

1

The work does not meet the requirements of the assessment brief and: The presentation is disorganised, illogical and incoherent. Communications and technical skills are deficient. The information presented is largely anecdotal and there is an absence of any research-based or other authoritative evidence or, where appropriate, information relating to personal conduct or practice. The presentation is wholly descriptive. Self-awareness is not demonstrated. There is little or no evidence of attempts to integrate theory and clinical practice. The requirement for confidentiality/anonymity has not been met.

U 0

Non-attendance at the scheduled time of the oral examination or presentation.

Please note that students are expected to keep to the time limit specified for the oral examination or presentation. Students who exceed the specified time by 10% will be stopped.


4

Grading Criteria for the Award of Marks Level 5

GRADE

CRITERIA – ORAL / VIVA VOCE EXAMINATIONS AND ORAL PRESENTATIONS

15

A 14

13 Distinction

The work exceeds the requirements of the assessment brief and: Demonstrates creativity and originality. The presentation is very well organised, clear and logical. Demonstrates a high level of communications and technical presentation skills. Shows an ability to obtain, apply, evaluate and debate the strengths and weaknesses of relevant research-based or other authoritative information or, where appropriate, information relating to personal conduct or practice. Demonstrates critical thinking, problem-solving and excellent debating skills. Demonstrates a high level of critical self-awareness. Demonstrates a consistent integration between theory and clinical practice.

12

B 11

10 Merit

The work exceeds the requirements of the assessment brief and: Demonstrates some creativity and originality. The presentation is well organised, clear and logical. Demonstrates good communications and technical presentation skills. Shows an ability to obtain, apply, evaluate and debate the strengths and weaknesses of relevant research-based or other authoritative information or, where appropriate, information relating to personal conduct or practice. Demonstrates critical thinking, problem-solving and good debating skills. Demonstrates critical self-awareness. Demonstrates a mainly consistent integration between theory and clinical practice.

9

C 8

7 Pass

The work meets the requirements of the assessment brief and: The presentation is clear although not always logical (or vice versa). Demonstrates communications and technical presentation skills. Shows an ability to obtain, apply and evaluate relevant research-based or other authoritative information or, where appropriate, information relating to personal conduct or practice. Demonstrates critical thinking, problem-solving and debating skills. Demonstrates self-awareness. Demonstrates an acceptable level of integration between theory and clinical practice.

6

D 5

4

Pass

The work meets the requirements of the assessment brief and: The presentation lacks substance. Communications and technical presentation skills are adequate. Shows an ability to obtain and apply relevant research-based or other authoritative information or, where appropriate, information relating to personal conduct or practice. Shows some evidence of problem-solving skills. There is some evidence of self-awareness. Demonstrates a superficial integration between theory and clinical practice.

Borderline Fail E

3

2

The work meets some but not all of the requirements of the assessment and: The presentation is confused and illogical. Communications and technical presentation skills are poor. The research-based, other authoritative information or information relating to personal conduct or practice presented is inadequate and outdated. Information presented is often anecdotal in nature. The presentation is largely descriptive and lacks analysis. Demonstrates a poor level of self-awareness. Demonstrates an inability to integrate theory and clinical practice.

Outright Fail

F

1

The work does not meet the requirements of the assessment brief and: The presentation is disorganised, illogical and incoherent. Communications and technical skills are deficient. The information presented is largely anecdotal and there is an absence of any research-based or other authoritative evidence or, where appropriate, information relating to personal conduct or practice. The presentation is wholly descriptive and lacks analysis. Self-awareness is not demonstrated. There is little or no evidence of attempts to integrate theory and clinical practice. The requirement for confidentiality/anonymity has not been met.

U 0

Non-attendance at the scheduled time of the oral examination or presentation.


5

Please note that students are expected to keep to the time limit specified for the oral examination or presentation. Students who exceed the specified time by 10% will be stopped.


6

Appendix 5: Overview of NHS Knowledge and Skills Framework - Core Competencies

Dimensions LEVEL DESCRIPTORS

Core 1 2 3 4

1 Communication Communicate with a limited range of people on day-to-day matters

Communicate with a range of people on a range of matters

Develop and maintain communication with people about difficult matters or situations and /or in difficult situations

Develop and maintain communication with people on complex matters, issues and ideas and /or in complex situations

2 Personal and People Development

Contribute to own personal development

Develop own skills and knowledge and provide information to others to help their development

Develop oneself and contribute to the development of others

Develop oneself and others in areas of practice

3 Health, safety and security

Assist in maintaining own and others’ health, safety and security

Monitor and maintain health, safety and security of self and others

Promote, monitor and maintain best practice in health, safety and security

Maintain and develop an environment and culture that improves health, safety and security

4 Service improvement

Make changes in own practice and offer suggestions for improving services

Contribute to the improvement of services

Appraise, interpret and apply suggestions, recommendations and directives to improve services

Work in partnership with others to develop, take forward and evaluate direction, policies and strategies

5 Quality Maintain quality of own work

Maintain quality in own work and encourage others to do so

Contribute to improving quality

Develop a culture that improves quality

Equality and diversity

Act in ways that support equality and value diversity

Support equality and value diversity

Promote equality and value diversity

Develop a culture that promotes equality and value diversity

From INTRODUCTION TO THE KNOWLEDGE AND SKILLS FRAMEWORK August 2004

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