nuru149 bmedsci (hons) nursing (adult) · the fourth unit of the programme is designed to ensure...
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Faculty of Medicine, Dentistry and Health School of Nursing and Midwifery
NURU149 BMedSci (Hons) Nursing (Adult)
SNM 2233A Patients with complex and long term needs
UNIT 4 Handbook
Unit Start Date: 25th February 2019
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Contents
Page No.
Contact Details 3
Overview of Unit four 4
Learning Outcomes 5
Indicative Content 6
Summative Assessment Unit 4 7
Marking Criteria for Triple Jump exam 9
Marking Criteria for portfolio 10
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CONTACT DETAILS FOR UNIT THREE TEAM
Programme Lead
Andrea Fox
0114 2222079
Unit Four Leads
Debbie Limb [email protected] 0114 2222050
Jackie Dale [email protected] 0114 2222072
Programme Co-ordinator
Gary Toon
0114 2222064
Placement Leads
Julie Hutchison
0114 2222067
Carol Pollard [email protected] 0114 2222032
Work Based Address for Programme Team
Barber House Annex
School of Nursing and Midwifery
University of Sheffield
3a Clarkehouse Road
Sheffield
S10 2LA
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Overview of Unit Four
Welcome to Unit four of your pre-registration nursing programme. The title of this unit is:
Patients with complex and long term needs SNM2233A The fourth unit of the programme is designed to ensure you are able to synthesise knowledge from a range of perspectives and disciplines in order to provide proficient and holistic professional nursing care to adults with long term conditions and complex needs. It will be underpinned by the National Service Frameworks, relevant components of the Benchmark Statement for Nursing and national and local policy directives. The unit offers a dual practice learning experience in both Primary Care and Secondary Care contexts to actively facilitate skill development in multi-agency, multi-professional working. In this Unit you will gain experience in patient case management under the direct supervision of a Registered Nurse whilst working in areas such as rehabilitation, intermediate and continuing care services, rapid response teams, stroke outreach, palliative care, oncology or a hospice. Students will submit assessment of practice documentation at the end of the practice placement. Any students failing this element of the programme will utilise the black hole period (weeks 42-45) for their second attempt. If you successfully complete all the assessment elements of Part 2 you will be permitted to move to part 3.
You will continue the use of problem based learning in this unit in the form of triggers. This
will be explained in more detail at the beginning of the unit but is a learning method based
on the principle of using ‘problems’ as a starting point for the acquisition and integration of
new knowledge.
The triggers will be:
1. Care planning and evidence based practice
2. Young people with long term conditions and complex needs
3. Supporting carers
We hope you enjoy the Unit.
Debbie and Jackie
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Learning Outcomes
Professional and Ethical Practice
Analyse the principles of professional, ethical and legal perspectives underpinning adult nursing within transitional and continuing care contexts
Care Delivery
Develop knowledge and understanding for the delivery of compassionate care interventions to maintain, promote optimum physical, social, psychological and spiritual health of patients’, families and communities adapting to the consequences of long term illness and disability Care Management
Analyse the range of skills and diverse strategies required for the delivery of safe care in primary, transitional and continuing care settings, valuing the essential nature of multi-disciplinary/multi-agency working in promoting quality of life from a holistic perspective Personal and Professional Development
Reflect on one’s own development needs and take action to meet identified knowledge and skills deficits and contribute to the learning experiences and development of others to ensure safe and effective practice
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Unit description:
This practice centred Unit is designed to enable students to understand the unique needs and experiences of adults and their families living with long term conditions, and the significance of multi-agency collaboration across the health and social care sectors. This will be achieved by drawing the students’ attention to current policy, practice and research. In addition psychological, physiological and sociological perspectives are explored. The unit will develop understanding of the importance of user/ carer expertise in health care decision making.
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Summative Assessment in Unit 4
Unit 4: Triple Jump Examination weighting 50% This assessment has three stages and these will be completed within one week. Stage 1 and 3 are invigilated examinations:
Jump One is a 1.5 hour invigilated examination (50% of the marks): You will be given an examination paper which contains a selection of patient/client scenarios. From these you will select one patient/client scenario only. You are then expected to make an initial assessment of the patient/client and identify the key issues based on the information provided. You are then expected to identify the patient’s/client’s actual and potential problems. Once you have identified these you must list them in order of priority. You are then expected to write an evidence based care plan which addresses each of these actual and potential problems.
At the end of the examination you will be provided with further information about the patient/client. Use this information to inform your preparations for the Jump 3 examination.
Jump Two: This stage is not invigilated and is viewed as an information gathering stage. Use this time to continue your revision and review the literature relating to your patient/client scenario to prepare you for Stage 3. You must prepare a reference list to take with you into Jump 3 examination (see further information below). It is very important that you dedicate this time to preparing for the Jump 3 examination.
Jump Three is a 1 hour invigilated examination: (50% of the marks): Again, in examination conditions you will answer three questions relating to your patient/client. The first two will be short-answer questions and the third question will ask you to identify whether any aspects of your care plan have changed. If they have, you are required to present these amendments in the form of a care plan.
The stages are weighted such that:
Stage 1 is allocated 50% of the marks. Stage 2 is assessed in Stage 3. Stage 3 is allocated 50% of the marks.
Students must pass both elements of the assessment in order to achieve an overall pass grade. If you fail one of the stages then you must re-sit all of them.
Pathophysiology Exam weighting 20%
Multiple choice exam paper
Portfolio Weighting 30%
Marking of the assignment and portfolio will be against the marking criteria found at the end
of this handbook and will be at LEVEL 2.
For further information about your assessments, attend the sessions in your timetable, check your emails regularly for additional information and most importantly, consult the information contained in the related handbooks and guidance documents.
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IMPORTANT INFORMATION RELATING TO THE EXAMINATION FOR UNIT 3
Students will only be permitted to take a reference list into the Jump 3
examination.
The reference list must meet the following criteria:
1. The maximum permitted length of each reference list is two sides of A4 paper. 2. The reference list must be typed in size 12 font with a one-line space between each reference. 3. Handwritten (or part hand-written) reference lists will not be permitted. 4. Reference lists must be presented in the Harvard style of referencing only. 5. Only references are allowed on the reference list - there must be no other information
(such as notes/prompts...) 6. The student registration number (NOT the library number) must be included at the top of each
page. 7. The reference list will be checked by the invigilator prior to the beginning of the examination. 8. The reference list must also include references used in the Jump 1 examination. 9. The reference list must be submitted with your answer paper at the end of the Jump 3
examination.
REFERENCE LISTS WHICH FAIL TO MEET THE ABOVE CRITERIA WILL BE CONFISCATED BEFORE THE EXAMINATION COMMENCES.
SOURCES OF SUPPORT
Overall programme support – Andrea Fox Unit 4 academic support – Debbie Limb, Jackie Dale and Andrea Fox plus timetabled tutorial support (see below for your tutor) Pastoral support – personal tutors Practice placement support – mentors, Carol Pollard, Julie Hutchison, Sally Underwood, placement link tutors Also be aware of the support offered by Student Services: see https://www.sheffield.ac.uk/ssid and http://www.sheffield.ac.uk/ssid/sos and Student Access to Mental Health Support https://www.sheffield.ac.uk/mental-wellbeing/about-samhs
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Tutor Groups Sept 17 BMedSci
Debbie Limb Jackie Dale Andrea Fox
Scarlett Andrews Halayna-Shaye Bashir Sadia Batul Jessica Bell Harriet Bradford Jasmine Bradley Fay Weston Racquel Ward Kirsty Wade Lee Turton Thomas Turner Lyndsey Snelson Ashley Sholtz Emma Salt
Tanyaradzwa Chapisa Kimiko Chapman Elsa Cravid Isabella Digby Tasha Eccles Katie Hall Ashley Harrison Eve Haslam Sadia Saleem Anna Pickering Charles Patrick Mollie Parker Linda Mzengeza Sian Murphy
Donna Hazel Patience Idahosa Mollie Jackson Amy Jepson Becky Jones Lemeese Kasssim Zara Khan Georgia Lewis Rozanah Mabanda Jason Marsh Ellie Morton Teissira Moumouni Rosalina Mpofu
UNIT 4 Assessment of Practice Record
As well as the assessment of theory you will also be assessed in practice.
Assessment in practice will involve the completion of a number of formative and summative
documents as follows:
Assessment of numeracy in practice
Skills passport
EU directives
Portfolio
Intermediate interview
Portfolio
As part of your personal and professional development you are required to keep a portfolio
of learning; this is a compulsory component of your programme. This is an important part
of your record of development and the maintenance of a portfolio will be required by the
NMC as part of your re-registration in future years.
The portfolio is an opportunity for you to collect evidence whilst on placement in practice
demonstrating the knowledge, skills and attitudes required to be a registered nurse. The
clinical skills passport will be included in the portfolio for you to record the development of
your clinical skills as you progress through each of the Units. You are also required to
demonstrate successful attainment of the professional behaviours expected of a
professional nurse; these form part of your Assessment of Practice document and will be
discussed both in your practice review meeting with your mentor and also at the end of
Unit review meeting with your personal tutor.
Below is a summary about what to include in your portfolio. You are required to read the
‘Maintaining Your Portfolio’ document in the Programme MOLE site
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Briefly, the portfolio is largely based on your practice experience within placement and
should contain the following:
Up to date CV
Information on your own personal development
Clinical Skills Passport
Practice Placement Documentation
10 medicine proformas
4 in-depth reflections related to an exposure from the different fields of practice:
Mother and child, mental health, child and learning disability 750 words each +/- 10%
2 Patient Journeys 1000 words each +/- 10%
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The University of Sheffield School of Nursing and Midwifery Marking Criteria
PBL TRIPLE JUMP – STAGE 1
Marking Standards Precise Descriptors
70 - 100
Insight Excellent critical judgement exhibited in the initial assessment of the situation
Excellent depth of understanding demonstrated in the selection of critical issues for case management
Literature Excellent critical appreciation of statutory frameworks relevant to the scenario exhibited
Excellent critical appreciation of the necessary literature review to inform evidence based management of care
Referencing follows Harvard Guidelines
Theory/Practice Using a sound theoretical framework, demonstrated excellent understanding and critical appraisal of the facts and cues presented and identification of problems/risks with a prioritised action plan and rationale
Demonstrates excellent level of application of decision-making strategies in predicting potential outcomes and discriminating and selecting relevant cues to reach the decision
Communication of ideas Outstanding articulate, coherent and logical initial assessment of the patient/client illustrating creativity and depth
Holistic and compassionate approach clearly evident
Pass 60 -69
Insight Critical judgement is very good in the initial assessment Very good depth of understanding demonstrated in the
selection of critical issues for case management
Literature Very good appreciation of statutory frameworks relevant to the scenario exhibited
Critical initial appreciation of the necessary literature review to inform evidence based management of care
Referencing follows Harvard Guidelines
Theory/Practice Using a theoretical framework, demonstrates good understanding and appraisal of the facts and cues presented and identification of problems/risks with a prioritised action plan and rationale
Demonstrates a good level of application of decision-making strategies in predicting potential outcomes and discriminating and selecting relevant cues to reach the decision
Communication of ideas Well structured initial assessment of the patient/client that demonstrated good evidence of insight.
Highlights importance of holistic and compassionate approach to care needs
50 – 59
Insight Critical judgement is good in the initial assessment Good depth of understanding demonstrated in the selection
of critical issues for case management
Literature Good appreciation of statutory frameworks relevant to the scenario exhibited
Evidence of appreciation of the necessary literature review to inform evidence based management of care
Referencing follows Harvard Guidelines
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Theory/Practice Using a theoretical framework, demonstrates good understanding and appraisal of the facts and cues presented and identification of problems/risks with a prioritised action plan and rationale
Demonstrates a good level of application of decision-making strategies in predicting potential outcomes and discriminating and selecting relevant cues to reach the decision
Communication of ideas Well-structured initial assessment of the patient/client that demonstrated good evidence of insight
Awareness of importance of holistic and compassionate approach to care needs
40 - 49
Insight Relevant and safe judgement exhibited in the initial assessment
Some depth of understanding demonstrated in the selection of issues for case management
Appreciates value of statutory frameworks relevant to the scenario exhibited
Identification of the necessary literature review to inform evidence based management of care
Referencing follows Harvard Guidelines
Literature Using an appropriate framework, demonstrates understanding and is able to appraise the facts and cues presented and identifies problems/risks with a prioritised action plan and rationale Demonstrates application of decision-making strategies in predicting potential outcomes and discriminating and selecting relevant cues to reach the decision
Theory/Practice Appropriately structured initial assessment of the patient/client that demonstrated some creativity and originality
Communication of ideas Some creativity and originality exhibited in the initial assessment Some depth of understanding demonstrated in the selection of critical issues for case management Importance of holistic and compassionate approach to care needs evident
Clear Fail 26-39
Insight Inconsistent judgement exhibited in the initial assessment Demonstrates limited understanding in the selection of
critical issues for case management
Literature Lacks familiarity with the statutory frameworks relevant to the scenario exhibited
Limited appreciation of the necessary literature review to inform evidence based management of care
Referencing does not always follows Harvard Guidelines
Theory/Practice Considers the facts and cues presented in the case scenario with the limited use of a theoretical framework to identify problems/risks with a prioritised action plan and rationale
Demonstrates limited application of decision-making strategies in predicting potential outcomes and discriminating and selecting relevant cues to reach the decision
Communication of ideas Initial assessment demonstrates understanding of the issues for the patients/client’s case management
There is a lack of clarity in the articulation of these issues Lack of compassionate and holistic approach to care needs
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Failed in all aspects 0-25
Insight No judgment, originality or creativity exhibited in the initial assessment of the situation
Little or no understanding demonstrated in the selection of issues for case management
Literature Little or no familiarity with the statutory frameworks relevant to the scenario exhibited
Little or no appreciation of the necessary literature review to inform evidence based management of care
Referencing inadequate
Theory/Practice Little or no awareness use of theoretical frameworks to use to appraise the facts and cues presented and to identify problems/risks with a prioritised action plan and rationale
Demonstrates little or no awareness of the application of decision-making strategies in predicting potential outcomes and discriminating and selecting relevant cues to reach the decision
Communication of ideas Initial assessment demonstrates little or no understanding of the issues for the patients/client’s case management
There is little or no clarity in the articulation of these issues No insight of compassionate and holistic approach.
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The University of Sheffield School of Nursing and Midwifery Marking Criteria
PBL TRIPLE JUMP –STAGE 3
Marking Standards Precise Descriptors
70-100
Insight Excellent assessment and selection of possible courses of action to manage the chosen case scenario demonstrating a depth of understanding of the key issues.
Literature Excellent critical review, engagement with and utilisation of an extensive range of appropriate literature to support evidence-based practice and appropriate management decisions.
Referencing follows Harvard Guidelines
Theory/Practice Excellent reflection on safe clinical practice demonstrated Excellent ability to apply a sound theoretical framework to assess
and to support decision-making in planning and managing care in clinical practice.
Key issues and implications for practice are critically analysed and justified, clearly and concisely with good interpretation in the plan of care created for the patient/client.
Communication of ideas Articulate, coherent and logical progression of argument illustrating creativity and depth
60 -69
Insight Very good assessment and selection of possible courses of action to manage the chosen case scenario demonstrating good depth of understanding of the key issues.
Literature Very good critical review, engagement with and utilisation of an extensive range of appropriate literature to support evidence-based practice and appropriate management decisions.
Referencing follows Harvard Guidelines
Theory/Practice Very good critical reflection on safe clinical practice demonstrated Good ability to apply a sound theoretical framework to assess and to
support decision-making in planning and managing care in clinical practice.
Key issues and implications for practice are critically analysed and justified, clearly and concisely with good original interpretation in the plan of care created for the patient/client.
Communication of ideas Well structured argument that demonstrates some creativity and originality
50 - 59
Insight Good assessment and selection of possible courses of action to manage the chosen case scenario demonstrating good depth of understanding of the key issues.
Literature Good review, engagement with and utilisation of an extensive range of appropriate literature to support evidence-based practice and appropriate management decisions.
Referencing follows Harvard Guidelines
Theory/Practice Good reflection on safe clinical practice demonstrated Good ability to apply a sound theoretical framework to assess and to
support decision-making in planning and managing care in clinical practice.
Key issues and implications for practice are analysed and justified, clearly and concisely with good original interpretation in the plan of care created for the patient/client.
Communication of ideas Well structured argument that demonstrates some creativity and originality
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Pass 40 - 49
Insight Some originality and creativity exhibited in the assessment and in the selection of possible courses of action to manage the chosen case scenario demonstrating some depth of understanding of the key issues.
Literature Evidence of analysis with some critical review, engagement with and utilisation of a range of appropriate literature to support evidence-based practice and appropriate management decisions. Referencing follows Harvard Guidelines
Theory/Practice Reflection on safe clinical practice demonstrated Ability to apply a sound theoretical framework to assess and to
support decision-making in planning and managing care in clinical practice. Key issues and implications for practice are critically analysed and justified; some original interpretation in the plan of care created for the patient/client.
Communication of ideas Well structured argument that develops logically
Clear Fail 26-49
Insight Inconsistent in exhibiting originality and creativity in the assessment and in the selection of possible courses of action to manage the chosen case scenario, demonstrating a limited depth of understanding of the key issues.
Literature Lacks familiarity with key appropriate literature to use to support evidence-based practice and appropriate management decisions.
Referencing does not always follow Harvard Guidelines
Theory/Practice Limited reflection on safe clinical practice demonstrated Lacking in ability to apply a sound theoretical framework to assess
and to support decision-making in planning and managing care in clinical practice.
Demonstrates limited critical evaluation and justification of the key issues and implications of the care planned for the patient/client in clinical practice.
Communication of ideas Arguments demonstrates understanding of the issues for the patients/client’s case management
There is a lack of clarity in the articulation of these issues
Failed in all aspects 0-25
Insight No originality or creativity or understanding exhibited in the assessment and in the selection of possible courses of action to manage the chosen case scenario
Literature Little or no familiarity with key appropriate literature to use to support evidence-based practice and appropriate management decisions.
Referencing inadequate
Theory/Practice Little or no reflection on safe clinical practice demonstrated Demonstrates little or no awareness of how to apply a sound
theoretical framework to assess and to support decision-making in planning and managing care in clinical practice.
Little or no critical evaluation and justification of the key issues and implications of the care planned for the patient/client in clinical practice.
Communication of ideas Arguments demonstrate little or no understanding of the issues for the patients/client’s case management
There is little or no lack of clarity in the articulation of these issues
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THE UNIVERSITY OF SHEFFIELD, SCHOOL OF NURSING & MIDWIFERY, FACULTY OF
MEDICINE, DENTISTRY AND HEALTH
MARKING CRITERIA FOR PORTFOLIO
Level 1
Level 2
Level 3
Excellent knowledge and understanding of issues relating to personal development and knowledge skills and values required in nursing is demonstrated and supported by an extensive review of appropriate evidence. A sound critical analysis and original interpretation of the key issues is evident Critical reflection on safe clinical practice and personal development is demonstrated with evidence of an analytical approach and application of appropriate literature. Ideas in the portfolio are fluently expressed and the presentation is logical and focused around key areas identified Spelling, grammar and punctuation are accurate. Excellent use of literature and Excellent Use of acknowledged referencing systems.
80 - 100
Very good knowledge and understanding of issues relating to personal development and knowledge skills and values required in nursing is demonstrated. Key issues are identified and analysed clearly. Evidence of wide reading and good use of appropriate literature to support the issues identified for inclusion in the portfolio. Critical reflection on clinical practice and personal development with application of appropriate literature shows very good insight into nursing issues. A very well planned and organised portfolio. Spelling, grammar and punctuation are accurate. Very good use of acknowledged referencing system
80 - 100
60 - 79
Good knowledge and understanding of issues relating to personal development and knowledge skills and values required in nursing is demonstrated. Most key issues are clearly identified with some evidence of analysis and supported by appropriate literature. Clear evidence of reflection on clinical practice and personal development and starting to show insight into the role of the nurse in healthcare delivery. Portfolio is organised and logical with good use of acknowledged r eferencing systems.
80 - 100
60 - 79
50 - 59
Demonstrates satisfactory knowledge of issues relating to personal development and knowledge skills and values required in nursing showing evidence of reading and understanding. Most key issues are identified and describes but limited attempts at analysis within the discussion. Evidence of reflection on clinical practice and is supported by relevant evidence Planning and organisation is evident with clear lines of discussion.
60 – 79
50 - 59
41 - 49
Adequate knowledge of issues relating to personal development and knowledge skills and values required in nursing demonstrated with evidence of reading and some understanding. Portfolio covers key issues identified discussion descriptive in parts. There is evidence of reflection on clinical practice, supported by lit erature with rationale. Planning and organisation is apparent but there is some repetition. A number of inaccuracies in spelling, grammar and punctuation.
50 – 59
41 - 49
40
10
Some knowledge and understanding of issues relating to personal development and knowledge skills and values required in nursing demonstrated but discussion not well developed. Portfolio identifies some key issues but discussion mainly descriptive. Some evidence of reflection on clinical practice. Evidence of reading but limited application of the literature to support the work Some evidence of planning and organisation. Approved referencing system is not used appropriately.
41 – 49
40
26 - 39
Some knowledge and understanding of subject area demonstrated showing some evidence of reading. Key issues are not clearly identified or presented well within the portfolio. Very limited reflection on clinical practice with little attempt to apply sup porting literature. Planning and organisation is limited and disorganised.
40
26 - 39
11 - 25
The knowledge of issues relating to personal development and knowledge skills and values required in nursing demonstrated is superficial with limited evidence of understanding of subject area. Limited evidence of reading appropriate literature or evidence to support the discussion. Some reflection on clinical practice but at a superficial level. Insufficient attention is paid to issues surrounding safe practice. The portfolio shows limited evidence of planning and organisation. Spelling, grammar and punctuation require attention. Some attempts at referencing.
26 – 39
11 - 25
1 - 10
Knowledge of issues relating to personal development and the knowledge skills and values required in nursing is unclear/inaccurate with limited evidence of understanding demonstrated. Limited evidence of reading appropriate literature to support the discussion. Little evidence of reflection on clinical practice with insufficient attention paid to issues surrounding safe practice. Poor presentation and/or structure.
11 - 25
1 - 10
0
No evidence of knowledge and understanding of issues relating to personal development and knowledge skills and values required in nursing Limited evidence of appropriate reading. No evidence of reflection on clinical practice. Portfolio is poorly presented.
1 - 10
0
0
Work not submitted. Incomplete submission (some part of the work is missing).
0 0 0
N.B. (i) Shaded areas indicate the minimum ‘pass’ mark (ii) Referencing:- Level 1 Inaccurate referencing should be identified in the student feedback sheet.
Level 2 Inaccurate referencing should be identified in the student feedback sheet and the mark should be reduced by one marking band. Level 3 Inaccurate or incomplete referencing should be identified in the student feedback sheet, and the work should be graded as a 40. (iii) It is expected that confidentiality of patients, staff and organisations will be maintained. If confidentiality is breached then work will be returned to the student for this to be rectified. This may mean that there is a delay in the publication of results. (See Undergraduate Programme minutes, Faculty wide consultation)
(iv) Assignments +/- Agreed Word Allowance.
For students who submit under the assessment word allowance (after the -10% rule) there is no direct penalty. The markers would award a grade that reflects the assignment, taking into account the number of issues raised, depth of analysis, organisation and presentation.
For students who submit over the word limit (after the + 10% rule) then students would be penalised for unfair means. 10% of the grade would be reduced for every 10% over the word allowance.
Therefore, over the word limit 11% - 19% incurs a 10% reduction in marks. 20% - 29% incurs a 20% reduction in marks. 30%-39% incurs a 30% reduction in marks 39%-40% incurs a 40% reduction in marks etc.
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THE UNIVERSITY OF SHEFFIELD SCHOOL OF NURSING AND MIDWIFERY
BMedSci Nursing (Adult) (NURU149) SEPTEMBER 2017
Assessment calendar: SNM2237 (Unit 4) Patients with Complex and Long Term Needs
ANATOMY & PHYSIOLOGY EXAMINATION
Sit 05.04.19 at 1330 hrs
Marked by 24.04.19
Moderated by 26.04.19
Chairs Action (Published) 29.04.19
To External 29.04.19
From external 10.05.19
Board 23.05.19
Published 28.05.19
2nd sitting 28.05.19 at 1330 hrs
Marked by 05.06.19
Moderated by 06.06.19
To External 07.06.19
From external 14.06.19
Board 20.06.19
Published 24.06.19
TRIPLE JUMP EXAMINATION
Sit 20.05.19 and 23.05.19 at 1330 hrs
Marked by 05.06.19
Moderated by 06.06.19
To external 07.06.19
Chairs Action (Published) 10.06.19
From external 17.06.19
Board 20.06.19
Published 24.06.19
2nd sitting 08.07.19 and 11.07.19 at 1330 hrs
Marked by 17.07.19
Moderated by 18.07.19
To External 19.07.19
From External 02.08.19
Ratified at board 22.08.19
Published 27.08.19
PORTFOLIO
First attempt 26.06.19
Marked by 12.07.19
Moderated by 17.07.19
To external 18.07.19
Chairs Action (Published) 19.07.19
From external 02.08.19
Board 22.08.19
Published 27.08.19
Second attempt 16.08.19
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Marked by 22.08.19
Moderated by 23.08.19
To external 23.08.19
From external 04.09.19
Chairs Action (Published) 06.09.19
PRACTICE PLACEMENT DOCUMENTATION
First attempt 24.06.19 by 1500 hrs
Chairs Action (Published) 01.07.19
Second attempt 05.08.19 by 1500 hrs
Board 22.08.19
Published 27.08.19
PRACTICE PLACEMENT HOURS DOCUMENTATION
Submit 08.07.19
*Practice placement documents submitted after 1500hrs will be awarded a first attempt fail. It is the student’s individual responsibility to ensure these documents are submitted on time.
INFORMATION RELATING TO UNIT 4
Criminal convictions and cautions On your application form and at interview you were asked to declare any criminal convictions. If at any time during the programme you receive a police caution, criminal conviction or are bound over, you must inform the Programme Leader immediately. The nature of the offence will determine the action taken. Because this programme leads to professional registration, failure to inform the Programme Leader of cautions and criminal convictions may lead to disciplinary action and a referral to the Fitness to Practice committee. Information on this committee can be found at www.sheffield.ac.uk/ssid/procedures/fitness.
Changes to physical and mental health You are reminded that you must inform the programme leader of any changes to your health – however insignificant you may deem them to be. This is so that we can continue to ensure your - and your patients’ – safety whilst you are on the programme. It will also give us the opportunity to offer you support.
At the beginning of the unit 4 you will be formally asked to confirm that there have been no changes to your health/character. You will be required to complete a form and return this to Gary Toon, Programme Coordinator.
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INFORMATION GOVERNANCE You must complete an online package relating to Information Governance before commencing your placement.
LIBRARY INFORMATION
Library Facilities
The Library is here to support you in your studies. There is a wealth of material available; over 1,400,000 printed volumes and an extensive range of electronic resources including subject databases, eBooks and e- Journals. All electronic resources are accessible both on and off-campus via your MUSE login.
Sites & services
There are four Library sites for you to choose from: The Information Commons (IC) – is open 24/7, every day of the year, and holds 100,000 core texts found on module reading lists. There are 1300 study spaces and over 500 PCs. It has bookable group study rooms, and a cafe.
The Health Sciences Library – is based on Floor C of the Medical School, with a second site at the Northern General Hospital. These sites specialise in medicine, dentistry, nursing and health related subjects.
Western Bank Library – contains material in the fields of arts, humanities, science, architecture, social sciences, management, and East Asian studies. It has a large reading room and houses the Library’s Special Collections and also the National Fairground Archive. St. George’s Library – based on Mappin Street, contains material relating to engineering, computer science, economics, and information studies. A valid UCard is needed to gain entry to all Library sites and to borrow books. You will also need your UCard to use photocopying, printing and scanning facilities. Computing facilities and wi-fi are available at all sites.
The electronic library
Logging into MUSE gives you personalised access to all the University Library’s online resources. From myServices connect to StarPlus, the Library catalogue. Use the catalogue to:
● find all electronic & print books, journals and databases. ● place book requests and manage your library account. ● access myResource lists.
● access subject guides and the Information Skills Resource where you can improve your academic skills.
Sources of help & guidance
You’ll find all the information you need to get started in the library at http://www.sheffield.ac.uk/library/services/new For subject-specific guidance contact the library liaison team for the Faculty of Medicine, Dentistry and Health: http://www.sheffield.ac.uk/library/liaison/med Vic Grant is the Faculty Librarian for Medicine, Dentistry & Health, email [email protected] or telephone 0114 222 7336 Anthea Tucker is the Liaison Librarian for Medicine, Dentistry & Health, email [email protected] or telephone 0114 222 7318 Cat Bazela is the Liaison Assistant for Medicine, Dentistry & Health, email [email protected]