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Plymouth University

Academic Partnerships

CORNWALL COLLEGE, Camborne

Programme Quality Handbook

HNC and FdSc Healthcare Practice

Academic Year 2016-2017

If you require any part of this Handbook in larger print, or an alternative format, please contact:

HE Operations

Tel: (01209 616256)

E-mail: ([email protected])

Please note:

All the information in this Handbook is correct at the time of printing.

The Cornwall College Group is proud of its teaching and research and it undertakes all reasonable steps to provide educational services in the manner set out in this Handbook and in any documents referred to within it. It does not, however, guarantee the provision of such services. Should industrial action or circumstances beyond the control of the College interfere with its ability to provide educational services, the University undertakes to use all reasonable steps to minimise the resultant disruption to those services.

Contents1Welcome and Introduction to..42Programme Team43Personal Tutor53.1Plymouth Portal54Programme Details74.1Enhancement Activities74.2Progression through the programme74.3HE Careers Guidance Cornwall College74.4HE Careers Guidance Plymouth University85Employment Opportunities86Teaching, Learning and Assessment96.1Referencing Guides97Assessment Schedules and Feedback98Student Feedback198.1Student Representation and Enhancement198.2Student Perception Surveys198.3Closing the Feedback Loop208.4Programme Committee Meetings (PCM)208.5Complaints218.6Extenuating Circumstances219Appendix229.1Programme Specification to be the latest version associated with the programme22

Welcome and Introduction to the HNC & FdSc Healthcare Practice

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including:

The approved programme specification

Module records

Note: the information in this handbook should be read in conjunction with the current edition of the College Handbook which contains student support based information on issues such as finance and studying at HE along with the Universitys Student Handbook available here: https://www.plymouth.ac.uk/your-university/governance/student-handbook.

Programme Team

Curriculum Lead

Anne-Marie Young

[email protected]

Programme Leader

Jackie Sheldon

[email protected]

Module Leader

Jackie Sheldon

[email protected]

Sara Kirkham

[email protected]

Brender Willmott

[email protected]

CORPORATE HE ASSISTANT REGISTRAR: Mathew Tonkin. What does the Corporate HE Assistant Registrar (CHEAR) do? The CHEAR is your point of contact in HE Operations for all administrative paperwork to do with the programme. He can be contacted on: Telephone: 01209 617757 or Ext 3757.

Email: [email protected]

Personal Tutor

Your personal tutor should be the first person at the College that you speak to if you are having any personal difficulties that are affecting your studies. These could be academic, financial, health-related or another type of problem. Your personal tutor is there to provide additional academic and personal support concerning issues that may affect your studies. Personal Tutors are particularly important for students in their first year, helping them to manage the transition from school or the workplace to university-style life. Personal tutors also assist with helping you to engage with important aspects of preparation for your career and or progression to further study and profiling your progress through the programme.

Your main support for academic issues relating to specific modules will be the lecturer who is teaching that module. Your tutor will be the person who; if the College is asked, will write a personal reference for you during, or on completion of your studies.

Programme staff will communicate with students in the following ways:

Email - staff will communicate with you via your college and/or university email. In order to maintain professionalism staff will NOT communicate with you directly using your personal email. If you do not wish to regularly check BOTH your College and Plymouth University emails you must ensure that these are forwarded to your personal email address.

Text messaging Under exceptional circumstances staff may contact you via text. Please ensure that your Programme Manager has your current mobile number.

College/Institution intranet / virtual learning environment For module level communications staff use the Moodle Site. Please make sure that you are enrolled onto all of your modules.

HE Operations Moodle Pages this site houses a vast array of information relevant to your time at the College.

Plymouth University Student Portal (see section below)

Programme Notice-Board

HE bulletins

Link to College/Institution campus map or details https://www.cornwall.ac.uk/sites/default/files/documents/CAM_2011_Maps.pdf#pdfjs.action=download

Links to disability support teams https://www.cornwall.ac.uk/university/support-during-your-degree

The university personal tutoring policy is available for information and guidance.

Plymouth Portal

As a Plymouth student you are able to access the Universitys e-resources through the Plymouth portal (the Universitys internal staff and student website).

There is access to over 2 million of e-resources and e-journals in a variety of different subject ranges which can be used to support your studies. An excellent library guide has been developed to help you access these resources off campus and this also links you to subject specific resources. This link takes you to the universities library guide homepage http://plymouth.libguides.com/partners.

In addition the University has created a Student Study File available at www.studywithplymouth.ac.uk which signposts you to a wealth of resources including UPSU (Plymouth Student Union), Study Skills Guides and using the portal.

You will automatically have a Plymouth University e-mail account accessed through myEdesk, E-mail, calendar, contacts, (OWA) structured as follows: [email protected]. Your password will always be given in this format Dob.dd/mm/yyyy e.g Dob.10/07/1984. You can change your password once into the portal however please make sure it is something memorable as you will need it throughout your studies.

There are instructions located on the student study file on how to forward your University emails to your preferred email address to ensure you obtain the necessary Plymouth communications throughout your studies.

To change your password at any time - click on the Change Password on the top right hand side of the homepage.

If you have forgotten your passwords please go to http://www.plymouth.ac.uk/password and you can reset it easily. Alternatively you can go to HE Operations who will be able to reset it for you as well.

To access the portal type http:///student.plymouth.ac.uk into your browser OR if you want to go in via the extranet type www.plymouth.ac.uk and then click on Internal Students.

Enter the username and password given to you from your programme manager or Learning Resource Staff member.

The Student Community on the Portal signposts you to many resources including:

E-resources, journals, databases - click on the myEdesk, Library, Media & IT (TIS)

University student services and learning resources

Link into UPSU, the Universitys Student Union

Academic information and regulations including the University student handbook

How to work safely on the web

Programme Details

Enhancement Activities

During your studies, you will be given the opportunity to participate in subject specific workshops to enhance your knowledge, understanding and skills. These workshops are timetabled to take place in our well-equipped clinical room in order to provide a realistic environment.

An important aspect of this degree is its vocational nature. All students are encouraged to seek relevant employment or placement during their studies that is why the actual teaching timetable leaves you with some free time during the week. But additionally, many of the modules have vocational elements, such as practical experience, visits to and from individuals and organisations in your vocational area and simulations.

Rather than separating work related learning into a separate module the college has a policy of embedding work related activities across the programme. This means ensuring that there is a range of experiences which relate closely to employment and work, such as visits, visiting speakers, practicals in simulated situations. This ensures that students have a very rich environment in which to develop their skills, and observe others working.

Students of Cornwall College are encouraged to develop their PDPs in a variety of ways. The tutorial system, where programme leaders act as personal tutors and see their tutees on a regular basis clearly feeds into the principles of PDP. At the end of each module, students are encouraged to review what they have learnt and how it might contribute to their employability and their personal development. And there is a similar end of term and end of year review conducted by the tutor.

Progression through the programme

Your Programme Manager has access to University staff and is able to communicate your questions regarding progression to programmes at Plymouth University.

If you progress to a Plymouth University honours degree programme, your final Honours Degree classification will be calculated to include marks from each of your levels of study.

10% from Level 4 calculated from the highest achieved 80 credits. Where modules are arranged in such a way that the 80 credits of highest module marks cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage.

30% from Level 5

60% from Level 6

If you progress onto Level 5 of a programme at Plymouth University, then 10% (of the highest achieved 80 credits or where modules are arranged in such a way that the 80 credits of highest module marks cannot be identified unequivocally, the average for the best 70 credits and 90 credits will be calculated and the student given the best advantage) will come from your level 4 marks studied previously, 30% of yourlevel 5 aggregate mark will be drawn from the level 5 modules studied at Plymouth University and then 60% from your level 6aggregate mark at Plymouth University.

HE Careers Guidance Cornwall College

HE Careers and Employability please promote to your students

There is a new HE Careers and Employability section on Moodle; accessible via the Learner Resources tab. This is a really useful resource which both you and your students can use. Please e-mail Heidi Channell with details of any other web resources you use and she will add them to Moodle: [email protected]

UCAS Applications for Teacher Training open on 27th October.

Encourage your HE students to access HE Careers Advice by e-mailing Heidi: [email protected]

Here is a link to the Plymouth University Careers & Employability site which includes the Events Calendar:

http://www.plu.prospects.ac.uk/casa/servlet/casa.jobseeker.event.JSEventServlet?mode=showEv&event_id=SUBOPLU-07072015-EVNT-35658&source=casa.jobseeker.event.JSEventServlet%3Fmode%3DshowCal%26month%3DAll%26eventType%3DO%26seriesStr%3D&stack=null%3Anull

HE Careers Guidance Plymouth University

As a Plymouth University student you will also be able to access the Plymouth University Careers and Employability Service which can provide a wealth of guidance and support resources.

Employment Opportunities

Whilst studying this programme you will be given the opportunity to develop further personal and employability related skills, through planned module content and also external opportunities. A range of teaching approaches are used to specifically enable you to develop and enhance your communication and team working skills. Employers and other industry professionals also input into the programme giving you further contacts.

Teaching, Learning and Assessment

Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your award. In addition, some modules may have to be passed as pre-requisites for others taken later in your programme.

The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. During your programme you may experience some, or all, of the following types of assessment:

Coursework essay questions

Coursework group reports

Coursework case study problems

Group presentations

Small group assessed discussions

Practicals

Formal examinations

In-class tests

Online assessments

Portfolios

Research project

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria which are used to judge the extent of your achievement.

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment Board. If you do well enough, i.e. you average a mark of over 70% over all your modules at the end of your programme then you will qualify for the award of a HNC with distinction. You should note marks of 70% and over are awarded for outstanding work only.

Please reference the Benchmarking Skills Map within the Programme Specification for further details on how the teaching, learning and assessments are achieved within each module.

Referencing Guides

https://intranet.cornwall.ac.uk/intranet/learning-services/documents/Harvard_Referencing_July13.pdf

Assessment Schedules and Feedback

Each Programme has a designated Moodle page which houses further details of each of the modules contained with a programme. A full assessment schedule will be available via Moodle. Any changes made to the schedule will be done in consultation with the student body and will be fully communicated to the students that are affected.

FORMATIVE AND SUMMATIVE ASSESSMENT DETAILS

A range of assessment modes are used across your programme.

Formative assessment is used to support your development of academic skills.

You are strongly advised to make the most of formative assessment opportunities.

Your performance in a module will be assessed during the academic year, normally through a combination of coursework and end of year examinations. You must pass the assessments in order to be credited with that module for your award.

The method of assessment varies between modules and your lecturers will advise you of the method(s) to be used. This reflects the need to develop a range of different knowledge, understanding and skills. Various sources of guidance and support are available for undertaking different types of assessments.

During your programme you may experience some, or all, of the following types of assessment:

Coursework essay questions

Coursework group reports

Coursework case study problems

Group presentations

Individual presentations

Practical work

Formal examinations

Online assessments

Portfolios

Independent research projects

Individual reflective reports

Logbooks

industry facing publications

ASSESSMENT HAND-IN PROCESS, ASSESSMENT CRITERIA AND GUIDANCE, MODIFIED ASSESSMENT PROVISION

ASSESSMENT FORMAT

You are expected to submit your work in standardised format for all written submissions (unless advised otherwise) as per the guidance below and also to use the standardized front sheet:

GENERAL PRESENTATION, FORMAT AND FONT GUIDANCE

Please ensure that UK English is used.

Use a 2.5cm margin on the left, and 2cm margins on the top, right and bottom.

Use 1.5 line spacing.

Use Arial 12pt font.

The first line of paragraphs must not be indented.

Paragraphs must be separated by a 1.5 line space.

Text in the main body of the document must be fully justified.

Use a 10pt Arial footer left justified containing only your student number.

Use page numbers positioned bottom, centre in Arial 10pt font.

Do not use a header unless instructed otherwise (e.g. for business reports).

Ensure that a consistent style is used throughout the document (e.g. for section headings, numbering and bullet point styles).

PRESENTATION OF TABLES, FIGURES AND IMAGES

Tables and Figures should be referred to in the preceding text.

Table headings should be positioned above the Table.

Text within tables should be single line spaced and unjustified.

Figure headings should be positioned below the Figure.

Only use pictures, photographs or images to demonstrate a point. Do not use pictures solely for aesthetic purposes. These should be referred to as Figures.

Ensure that images used are of reproducible quality. (Avoid over expanding images resulting in a low quality pixelated/grainy image.)

Tables and Figures should be understandable without preceding text, therefore may benefit from the addition of a legend containing explanatory text.

REFERENCING

The Harvard Referencing System must be used. (Refer to Plymouth Universitys Cite Them Rite http://www.citethemrightonline.com for definitive guidance)

NEVER use bullet points in the reference list.

It is acceptable to use single line spacing for the reference list.

Do NOT use bibliographies (unless specifically required to do so).

WORD COUNT

Include the word count on the front sheet

A tolerance of 10% can be applied to the stipulated word count. Deviations exceeding 10% will be penalised.

Table 1 describes what is and is not included in the word count.

Table 1. Summary of words included in and excluded from the word count.

Table 1. Summary of words included in and excluded from the word count. Included

Excluded

All in-text citation (including those in parentheses)

All direct quotes

All table headings

Numerical data in tables

All diagram headings and labels

Reference list & Bibliography

All textural footnotes

Contents and Cover/Title pages

All headings and sub-headings

Appendices

ASSESSMENT SUBMISSION PROCESS

The majority of your assessments should be submitted via the VLE (moodle) by the time specified on the assessment brief. You are strongly discouraged from emailing assessments to staff and this should only be done in exceptional circumstances with prior agreement. For hard copy submissions (such as log books, portfolios and posters) you will be given the exact time and location of the submission.

For some of your assessments you may be required to submit your work to anti- plagiarism software, such as Turnitin, prior to submission. This is a useful academic development tool, it is not that we think you are cheating! You will be informed when this is a requirement and given the appropriate training to enable you to do so.

SUBMISSION DEADLINES

Remember that deadlines are deadlines and they should always be met. If a piece of work is up to 24hours late a maximum mark of 40% will be awarded. Work that is more than 24 hours late will be given a zero. If however there are extenuating circumstances you should let your programme manager know as soon as possible.

RESITTING ASSESSMENTS

A fee is not charged for referral work if it is done during the referral period. Resit modules are free if they are being undertaken following approved extenuating circumstances. Modules that have to be re-sat as a second attempt are likely to attract a fee.

ASSESSMENT FEEDBACK FORMS

A generic feedback form is used for all HE assessments. This will be accompanied by standard appropriate assessment grading matrices. The most commonly used is the Reports/Essays matrix shown below. Other assessment matrices may be used depending on the nature of the assessment and these will be issued with the assessment brief. Take time to examine these carefully it will help you to know what is expected of you!

ASSESSMENT GRADING MATRIX FOR ESSAYS/REPORTS

BAND

Select and deploy relevant knowledge showing understanding of relevant literature/resources.

Analyse and evaluate information, arguments and explanations, and apply theory to practice.

Construct arguments and explanations using a range of available evidence and communicate these in a clear, structured manner, making use of appropriate vocabulary, citation and referencing.

(85-100%)

Outstanding

.. in addition to criteria in the 70-84% band the student

demonstrates comprehensive understanding of information extracted from recent / current thinking in the subject area

suggests original interpretations or applications of theory

evaluates, analyses and interprets information, arguments and explanations with outstanding clarity and skill

reasons effectively towards a comprehensive and original conclusion

distils and critically evaluates evidence and communicate this concisely

(70-84%)

Excellent

a thorough, accurate knowledge with a clear and detailed understanding that meets module specific learning outcomes and assessment criteria

coverage of a wide range of relevant literature/resources

a high level of skill in interpretation, analysis and evaluation

rigorous and consistent application of relevant theory to practice

correctly distinguish relevant and important factors

integrate these factors into a balanced, well-focused and convincing argument/explanation

reason effectively towards an individual and informed conclusion

contain detailed citation and referencing

correctly use grammar, punctuation and spelling

(60-69%) Very Good

A very good, accurate knowledge and understanding that meets module specific learning criteria

a very good awareness of a range of relevant literature/resources

A very good level of skill in interpretation, analysis and evaluation

Consistent application of relevant theory to practice

Identify the most important factors

present a relevant argument/explanation clearly if, at times, lacking incisiveness

contain accurate citation and referencing

may contain occasional errors of grammar, punctuation and spelling

(50-59%)

Good

a good knowledge and confident understanding that meets module specific learning outcomes and assessment criteria

a good awareness of relevant literature/resources

a good level of skill in interpretation, analysis and evaluation

application of some theory to practice

identify some important factors

present a logical argument/explanation

contain correct citation and referencing

may contain some errors of grammar, punctuation and spelling

(40-49%)

Adequate

an adequate knowledge and understanding that meets module specific learning outcomes and assessment criteria

a limited awareness of relevant literature/resources

an adequate level of skill in interpretation, analysis and evaluation

adequate application of theory to practice

make an adequate attempt to distinguish relevant material

assemble it into a limited argument/explanation

contain adequate citation and referencing that is generally accurate

may contain some errors of grammar, punctuation and spelling

(25-39%)

Unsatisfactory

Poor and generalised

knowledge and understanding that does not meet module specific learning outcomes and assessment criteria

little or no awareness of relevant literature/resources

A poor level of skill in interpretation, analysis and evaluation

inappropriate or inadequate application of theory to practice

Make an inadequate attempt to shape an argument/explanation at a basic level

lack logical structure and/or be unselective

be uncited/unreferenced or display frequent errors in citation/referencing

may contain intrusive errors of grammar, punctuation and spelling

(0-25%)

Inadequate at HE level.. X

No attempt to use relevant literature

Little or no relevant factual content

Has little apparent understanding of the concepts relevant to this area of study

Little or no interpretation or analysis of information

Little or no idea of relevant theoretical background or its application

No conventional structure to report

Spelling / grammatical errors make report incomprehensible

Explanations illogical or non-existent

MODIFIED ASSESSMENT PROVISION

If you think that you should receive any modified assessment provision you must notify your module leaders and programme manager as soon as possible.

In all cases these are chosen and designed to assess your achievement of the particular learning outcomes for the module. You will be given Assessment Criteria on each of your assessments which are used to judge the extent of your achievement.

Please reference the Benchmarking Skills Map in the Programme Specification in the programme Quality handbook for further details on how the teaching, learning and assessments are achieved within each module.

Please note that ALL assessment marks and results are provisional until confirmed by the Subject Assessment Panel and verified by the Award Assessment

17 | Page

Examination

Coursework

Practical

MODULE CODE

Examination

Test

Coursework Type

Coursework Type

Practical Type

Practical Type

Level 4 Year 1 Stage 1

CORC1013 Personal and Employability Skills Development

Essay 50%

Report 50%

CORC1114 Foundations of Healthcare Practice

Reflective Account 50%

Work based competencies 50%

CORC1115 The Patient Journey: Practice and Principles

Reflective Account 50%

Work based competencies 50%

CORC1207 Biology of Health and Illness

Test 100%

HEAA125M Issues in Health and Wellbeing

Assignment 100%

HEAA127M Understanding Practice

Multimedia Presentation 100%

Level 5 Stage 2

HEA273M Evidence Based Practice

Written Assignment 100%

HEAB219M The Context of Care

Debate 30%

Research 70%

HEAB221M Changing Practice

Project & Report 70%

Presentation 30%

CORC2165 Competence in Practice

Assignment 50%

Practice Competencies 50%

Students to choose either 2x20 credit modules or 1x40 credit module

CORC267 Independent Study (20)


CORC2093 Work Based Learning (20)

Portfolio 50%

Competencies 50%

OPP204 End of Life Care for Older Persons 1 (20)


In class debate 30%

HEA201M Tissue Viability (20)

Theory 50%

Practice 50%

HEA202M Long Term Conditions Care Management (20)


HEA203M Rehabilitation (20)

Assignment 50%

Competencies 50%

HEA204M Dementia and Cognitive Dysfunction: Care Management and Rehabilitation Strategies (20)


Portfolio 50%

HEA276M The Practice and Principles of Infection Control (20)

Coursework 50%

Practice 50%

CORC2166 Core Skills for the Care of Critically Ill Adults in Acute Care Areas (20)

Coursework 50%

Practice 50%

HEAB205M Integrating Physical, Psychological and Social Care (20)


Portfolio 50%

HEAB206M Introduction to Supportive and Palliative Care (20)

Coursework 50%

Practice 50%

NURB261M Minor Injuries Skills and Practice (20)

Coursework 50%

Practice 50%

NURB280M Short Programme in Nursing for Gastro-Intestinal Endoscopy and Related Procedures (20)

Coursework 50%

Practice 50%

NURB243M Leadership in Practice (20)

Coursework 100%

NURB289M Effective Pain Management A Key Factor in High Quality Care (20)

Coursework 50%

Practice 50%

HEAB226C Parkinsons Disease Management (40)


Practice 50%

HEAB235C Core skills for care of the critically ill adult in non-critical care acute areas (40)


Presentation 10%

HEAB220C Effective Management of Asthma and Chronic Obstructive Pulmonary Disease (40)

Coursework 50%

Practice 50%

Marking stage

Student submits work / sits test / sits examination

Work is marked by Module Leader

Marks collated by Module Leader & submitted to Programme Manager

Work collated & passed to

Module Leader

Internal moderation stage

Students receive initial UNCONFIRMED mark

Unconfirmed mark & feedback back to students within 20 working days


Internal moderation sample selected1.

Moderation by second academic

External moderation stage

External moderation samples selected and moderated by External Examiners


Subject Assessment Panel (SAP) (ratification) stage

CONFIRMED marks issued to students

Marks approved by SAP and forwarded to College Award Assessment Board

Marks submitted to SAP for consideration and approval


1The sample for the internal moderation comprises 20% or 10 assessment pieces minimum. The sample should include a range of assessment pieces including borderlines and fails. For more guidance see the Plymouth University Marking and Moderation policy 2015

Student FeedbackStudent Representation and Enhancement

Student representation for each stage of the programme is made through programme committee membership, which should also reflect on enhancement activities and their impact and sustainability. Furthermore, programme committee meetings are not considered quorate without student representation.

Information for students on the importance of course representation has been developed in partnership with the students along with the course representation cycle. Other useful resources are available within the UPSU partner college pages.

In addition to student presence through programme committee membership, it is noted that students also have representation though the Student Unions of both institutions.

Student Perception Surveys

The National Student Survey (NSS) and Plymouth Universitys Student Perception Questionnaire (SPQ) offer the opportunity for the Student Voice to be gathered from students individually. Additionally, there may be local methods for collating survey feedback on individual modules.

Student Perception Questionnaire (SPQ) and National Student Survey (NSS)

All students on Plymouth University courses in partner colleges are given the opportunity to complete a questionnaire (SPQ) between January and March in the first year of their programmes. The questionnaire is arranged under a range of headings, the answers to which give us student views on how effectively we support their learning experience, these include teaching, assessment and feedback, academic support, learning resources, personal development opportunities. Student responses are used only in statistical form to produce a subject level report and to enable comparative data to be prepared at faculty level.

In addition students are asked to participate in the National Student Survey (NSS) at the end of their programme. Both of these provide valuable information to enable staff to improve programmes and the learning experience.

What is the Student Perception Questionnaire (SPQ) and what is it for?

to give students the chance to tell us what they feel about their experience of teaching and learning at the Cornwall College

to allow us to identify those issues that are perceived by students as affecting their education, either positively or negatively

to provide us with a University-wide perspective and to enable staff to prioritise our actions to improve the quality of the educational experience at Cornwall College

What does the survey achieve?

At subject level you can expect the findings of the SPQ to be discussed at staff-student liaison groups and Programme Committee Meetings within the college. A related Action Plan is prepared to address students' concerns and this is in turn linked to the Universitys Quality Assurance process, addressed through formal meetings between the University and the college. The Director of Higher Education (HE) will review the questionnaire results with senior managers and programme teams as appropriate.

What is the National Student Survey (NSS) and what does it mean to me?

This national survey is designed to provide information on how universities support the student learning experience. It provides vital information to prospective students and their advisers to help them make an informed choice on what they want to study and where they should study it. The results are shown on the national Unistats website (www.unistats.ac.uk).

The survey is an important tool, both at national level and within the University it is seeking to capture an overall view of the student experience and the results reflect upon the standing and esteem in which the University is held; it is not the tool to use to offer feedback on local course issues which should be directed as normal through course representatives, tutors, lecturers and the Students Union. The Universitys own institutional student perception questionnaire will not be issued to students involved in the national survey to avoid burdening students with too many questionnaires. We will therefore rely heavily on the NSS to secure feedback about the overall student experience.

The survey is carried out by Ipsos MORI, an independent company. It will take the form of a short online questionnaire that should only take around 5 minutes to complete. All eligible final year students will be contacted and invited to complete the survey. So that Ipsos MORI can carry out the survey, the University has been asked to provide contact details for students from its current records (this includes all contact details held by the University, including personal phone numbers). The personal data will not be used for any other purpose than the survey, and will not be passed on to any other parties/companies. All the answers will be kept confidential, with results being published in subject groupings.

Closing the Feedback Loop

This includes programme committee feedback through the student representatives as well as other methods for feeding back on the Student Voice.

For information, please see: http://www1.plymouth.ac.uk/studentvoice/Pages/You-said,-we-did!.aspx).

Cornwall College has developed a student engagement framework which documents the student involvement into quality mechanisms and ensures that feedback on student concerns is delivered in a constructive way and can be demonstrated within the programme action plan. On some campus sites student representatives are governors or on the management committee, and feedback through Student Representatives meetings.

Programme Committee Meetings (PCM)

PCMs exist to enable the core programme team and student representatives to meet formally to strict agendas twice per year. These meetings are in addition to hosting the ALPs and the EEs visits, although they may be arranged to align. These meetings are held twice per academic year; autumn and spring. The meeting utilises the standard Plymouth University agenda for each relevant meeting. It is vital that Student Representatives from each academic year of the programme attend the meeting. It is chaired by the Programme Manager; with attendance from module leaders; learning centre staff and HE Operations.

Complaints

The College wants to ensure that its courses and its case of students are of a high quality. However, sometimes things may go wrong and you may want to complain. If this becomes the case then please follow the link below for further details.

https://www.cornwall.ac.uk/about-us/complaints-procedure

If after reviewing the procedure you are unsure of what action you would like to take or require further advice and guidance then please use the following:

E-mail: [email protected]

Extenuating Circumstances

Extenuating Circumstances is a policy to ensure that no student is disadvantaged by circumstances beyond their control; whilst maintaining academic standards. These are circumstances which:

affect your ability to attend or complete assessment(s)

are exceptional

are outside your control

can be corroborated by independent evidence

occurred during or shortly before the assessment in question

If your participation in an examination or assessment has been affected by an extenuating circumstance; then you can ask the College to take this info consideration. You can submit a claim for extenuating circumstances to cover last submission of work, no-submission of work or non-attendance at a time specific assessment; such as an examination, test, presentation or performance or a field class.

When making a claim students must ensure that they submit the FULLY completed Extenuating Circumstances form along with the relevant associated evidence as soon as possible, and normally no later than ten working days after the deadline for the submission of the work; or the date of the presentation, performance or test. If you are making an extenuating circumstances claim about coursework, do not wait for a decision on your claim before submitting your work. Please submit the final version of your work within 10 working days of the original deadline. However it would be preferred if the claim was submitted within 5 days in order that it can be dealt with quickly and within the timeframe.

For full details of the Extenuating Circumstances Policy please follow the link below:

https://www.plymouth.ac.uk/uploads/production/document/path/6/6017/160121_Extenuating_Circumstances_Policy_and_Procedures.docx

If you have any queries regarding the submission of the Extenuating Circumstances please speak with your Programme Manager or a member of the HE Operations Team.

Appendix Programme Specification to be the latest version associated with the programme

PROGRAMME SPECIFICATION[footnoteRef:1] [1: This Programme Specification contains no information pertaining and/or referring to any individual and is therefore appropriate for dissemination as a public document.]

Programme Title: HNC / FdSc Healthcare Practice

Partner Delivering Institution: Cornwall College, CamborneState Date: 2016-17First Award Date:. 2016-17Date(s) of Revision(s) to this Document:

This programme specification template aligns with recommendations within the UK Quality Code for Higher Education[footnoteRef:2]. The information provided, by the programme proposer, in each section is definitively agreed between the delivering institution and Plymouth University at approval. Therefore any requests for changes to content (post the conditions set at approval) must follow Plymouth Universitys procedures for making changes to partnership programmes[footnoteRef:3]. [2: QAA, 2011, Chapter A3: The Programme Level, UK Quality Code for Higher Education: http://www.qaa.ac.uk/en/Publications/Documents/quality-code-A3.pdf , last accessed 28th July 2014 [n.b. this includes Appendix 2: Working with programme specifications: A leaflet for further education colleges]] [3: If required please contact Academic Partnerships Programme Administration for assistance.]

ContentsPS1.Programme Details25PS2. Brief Description of the Programme25PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)26PS4. Exceptions to Plymouth University Regulations26PS5. Programme Aims26PS6. Programme Intended Learning Outcomes (ILO)26PS7. Distinctive Features27PS8. Student Numbers27PS9. Progression Route(s)27PS10. Admissions Criteria29PS11. Academic Standards and Quality Enhancement30PS12. Programme Structure31PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment35PS14. Work Based/ Related Learning43Appendix45

PS1.Programme Details

Awarding Institution:

Plymouth University

Partner Institution and delivery site (s):

Cornwall College, Camborne

Accrediting Body:

N/A

Language of Study:

English

Mode of Study:

Full Time and Part Time

Final Award:

FdSc

Intermediate Award:

HNC

Programme Title:

HNC Healthcare Practice

UCAS Code:

B900

JACS Code:

B790

Benchmarks:

Foundation Degree Qualification Benchmark (FDBQ)

FHEQ,

Subject Benchmark Statements:

Healthcare Programmes (2001)

Health Studies (2002)

Social Policy and Administration and Social Work (2000)

Skills for Health, Sector Skills Council for Health: National Occupational Standards (NOS) and National Workforce Competences (NWC)

Date of Programme Approval:

31 May 2015

PS2. Brief Description of the Programme

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words)

This exciting HNC/FdSc is for people who work, or who want to work, in the healthcare sector in an extended support role. It provides a thorough grounding in transferable clinical skills and underpins these with current, relevant theory.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

PS4. Exceptions to Plymouth University Regulations

(Note: Plymouth Universitys Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm)

N/A

PS5. Programme Aims

This programme will deliver:

1. Equip students with the practical skills and underpinning theoretical knowledge to competently undertake designated healthcare roles

2. Provide students with a supportive and stimulating learning experience and introduce the concept of lifelong learning

3. Provide a high quality educational programme in partnership with employers which fosters a multi-agency approach to health and social care provision

4. Provide a progression route to the FdSc Healthcare Practice

PS6. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:

ILO1: knowledge and understanding Demonstrate knowledge and understanding of the biological, psychological and social processes that underpin health and social care

Appreciate the values and attitudes concurrent with good health care practice

Understand the policies and legislation that underpin patient care within the NHS and wider healthcare community

Demonstrate understanding of their own job role within the context of their employing organisation and the wider healthcare community

ILO2: cognitive and intellectual skills Analyse, synthesise and interpret information and ideas from a range of sources

Evaluate and apply elements of best practice to meet the needs of patients and their families

ILO3: transferable skills Demonstrate excellent communication skills and be able to clearly articulate ideas within academic and workplace environments

Demonstrate the skills of planning, organising, decision making, problem solving, team working and apply these in both academic and practice settings

Use ICT as both a learning tool and a practical resource in the workplace

Reflect on personal development and utilise opportunities for lifelong learning

ILO4: employment Work effectively within own practice area, coping with situations of varying complexity and predictability

ILO5: practical Be able to act with increasing autonomy, with reduced need for supervision and direction within defined guidelines

PS7. Distinctive Features

This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation:

Curriculum developed in close collaboration with healthcare employers to ensure the integration of theory and practice

The programme balances academic and practice based demands in order to prepare students for healthcare roles in the public and independent sectors

The programme will encourage lifelong learning and emphasise the importance of CPD by utilising self-directed learning and reflection in a programme designed to support learners

Local based delivery across the Peninsula will ensure a programme which widens participation and celebrates the diversity of local healthcare and education provision.

PS8. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:

Minimum student numbers per stage = 8

Target student numbers per stage = 12

Maximum student numbers per stage = 30

PS9. Progression Route(s)

Approved progression route(s) are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to top-up to complete a Bachelor degree, but may be employed for other award types.

This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3 years.

Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Students who successfully complete the HNC Healthcare Practice may progress to Level 5 of the FdSc Healthcare Practice.

The contribution of marks from prior levels of study to the progression award is governed by University regulations.

PS10. Admissions Criteria

Qualification(s) Required for Entry to this Programme:

Details:

Level 2:

Key Skills requirement / Higher Level Diploma:

Maths and English

and/or

GCSEs required at Grade C or above:

Maths and English

Level 3: at least one of the following:

AS/A Levels

120 points minimum

Advanced Level Diploma:

Appropriate subject at Pass or above

BTEC National Certificate/Diploma:

PPP in appropriate subject

VDA: AGNVQ, AVCE, AVS:

120 points minimum

Access to HE or Year 0 provision:

Award should be in an appropriate subject

International Baccalaureate:

IB score of 24 points

Irish / Scottish Highers / Advanced Highers:

At least two D level passes from Scottish Higher or the Irish Higher Leaving Certificate

Work Experience:

Work experience will be discussed at interview and vary according to work area

Other HE qualifications / non-standard awards or experiences:

Any other qualification/experience deemed appropriate by the College

APEL / APCL[footnoteRef:4] possibilities: [4: Accredited Prior Experiential Learning and Accredited Prior Certificated Learning]

Please refer to Plymouth University Academic Regulations

Interview / Portfolio requirements:

Candidates will be invited for interview and required to demonstrate the necessary motivation, potential, experience and/or knowledge to follow their chosen programme successfully.

Agreement on individual suitability will be required from employers where they are sponsoring candidates on this programme. All candidates will be required to complete initial literacy and numeracy tests.

Independent Safeguarding Agency (ISA) / Disclosure and Barring Service (DBS) clearance required:

All candidates will be required to complete a DBS check

PS11. Academic Standards and Quality Enhancement

The Programme Leader/Manager (or the descriptor) leads the Programme Committee in the Plymouth Universitys annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed changes to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee.

Elements of this process include engaging with stakeholders. For this definitive document it is important to define:

Subject External Examiner(s):

An Interim visit by External Examiner (EE) (usually between January and February) will review work that has been marked, consult students and feed back to the programme manager and module leaders and course team.

Subject Assessment Panel (SAP) reviews the assessment marking and is scrutinised by the subject EE. Representatives of the team review and present their module marks for each student on the programme.

The annual Award Assessment Board (AAB) takes place with Programme Manager, the awarding bodys partnership member and the External to receive the students work and confer progression or award.

All modules will be covered by one External Examiner (appointed to cover the FdSc Healthcare Practice) apart from CORC1013 Personal and Employability Skills Development for which another External Examiner has been appointed.

Additional stakeholders specific to this programme:

Students have the opportunity to discuss the programme independently, twice a year in the Student Review. This forms part of the discussion for the annual programme monitoring in the autumn and spring of each academic year.

The Student Perception Questionnaire (SPQ) is administered during the year and feeds into the programme review.

Students Representatives attend Annual Programme Monitoring (APM) to contribute student views alongside Module Leaders, the Programme Manager and the Assistant Registrar to monitor module delivery and the course provision.

Curriculum meetings take place once a month to review progression, department provision, resources and staffing.

Due to the need for a workplace mentor, all students will require approval to undertake the programme from their employer.

18 | Page

PS12. Programme Structure[footnoteRef:5] [5: ]

The following structure diagram(s) provides the current structure for this programme:

FHEQ Level 4 Full Time HNC/FdSc Healthcare Practice

F/T Route YearTermCore or Option ModuleCreditsModule Code and Title

1

All Year

Core

20


1

All Year

Core

20


1

All Year

Core

20


1

All Year

Core

20


1

All Year

Core

20


1

All Year

Core

20


FHEQ Level 4 Part Time HNC Healthcare Practice

F/T Route YearTermCore or Option ModuleCredits

Module Code and Title

Year 1 Stage 1

1

All Year

Core

20


1

All Year

Core

20


1

All Year

Core

20


Year 2 Stage 1

2

All Year

Core

20


2

All Year

Core

20


2

All Year

Core

20


FHEQ Level 5 Full Time FdSc Healthcare Practice

F/T Route YearTermCore or Option ModuleCredits

Module Code and Title

Year 2

2

All Year

Core

20

HEA273M Evidence Based Practice

2

All Year

Core

20


2

All Year

Core

20

HEAB221M Changing Practice Biology of Health and Illness

2

All Year

Core

20


2

All Year

Option

20

CORC267 Independent Study

2

All Year

Option

20

CORC2093 Work Based learning

2

All Year

Option

20

HEA201M Tissue Viability

2

All Year

Option

20

HEA202M Long Term Conditions Care Management

2

All Year

Option

20

HEA204M Dementia and Cognitive Dysfunction: Care Management and Rehabilitation Strategies.

1 FHEQ Level 5 Part Time FdSc Healthcare Practice

Year 1, Stage 1

1

All Year

Core

20


1

All Year

Core

20


1

All Year

Core

20


Year 2, Stage 2

2

All Year

Core

20


2

All Year

Core

20


2

All Year

Core

20


Year 3, Stage 3

3

All Year

Core

20

HEA273 Evidence Based Practice

3

All Year

Core

20


3

All Year

Core

20

HEAB221M Changing Practice

Year 4, Stage 4

4

All Year

Core

20


4

All Year

Option

20

CORC267 Independent Study

4

All Year

Option

20

CORC2093 Work Based Learning

4

All Year

Option

20

HEA201M Tissue Viability

4

All Year

Option

20

HEA202M Long Term Conditions Care Management

4

All Year

Option

20

HEA204M Dementia and Cognitive Dysfunction: Care Management and Rehabilitation Strategies.

PS13. Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment

Developing graduate attributed and skills, at any level of HE , is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalised. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4

Definitions of graduate Attributes and Skills Relevant to this programme

Teaching and Learning Strategy/Methods

Prog Aims

Prog intended Learning Outcomes

Range of Assessments

Related Core Modules

Knowledge / Understanding:

Foundation Degree Qualification Benchmark (FDQB) (2004)

Successful application in the workplace of the range of skills learnt throughout the programme

Ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context

Ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context (page 8)

Subject Benchmark Statements, Healthcare Programmes (2001)

It is this contextualisation of knowledge, understanding and skills that is characteristic of the learning in specific health care programmes (page 4)


The ability to draw upon the personal and lived experience of health and illness through the skill of reflection and to make links between individual experience of health and health issues

The ability to draw on research and research methodologies to locate, review and evaluate research findings relevant to health and health issues across a range of disciplines (page 2)

Social Policy and Administration and Social Work (2000)

Sensitivity to the values and interests of others: social policy equips students to identify and take account of the normative and moral positions of others in order to understand how human needs are felt and met (page 4)

By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

Structure and function of the human body

Biological, psychological and sociological influences on health, illness and disability

The context of healthcare provision including the structure, policies and delivery of healthcare within the NHS and wider healthcare community

Evidence Based Practice

Ethical practice

Designated healthcare roles

Primary:

A wide range of student centred approaches are used including lectures, seminars, workshops, group work,

e-learning and directed study. Critical incident analysis and reflection on practice are used to enable theory/practice links. Inter-professional learning is emphasised in practice.

Secondary/Supplementary:

None

1

1

3

1,2,3,4

1,2,3

1

FDQB para 33

Healthcare p4

Health Studies p1

Social Policy p3

FDQB para 33,

Para 42

Healthcare p4

Health Studies p1

FDQB para 42

Healthcare p4

Health Studies p1

Social Policy p3

FDQB para 33, para 42

Healthcare p4

Social Policy p3

A variety of assessment methods are used to emphasise theory/practice links throughout the programme. These include essays, competency based practice portfolios, scenario analysis, tests, seminar presentations and debates. Theory and practice are summatively assessed against defined academic and work based competencies.

CORC1207

HEAA125

CORC1013

CORC1114

CORC1115

HEAA127

HEA273

HEAB219

HEAB221

CORC2165

HEAB219

HEAB221

CORC2165

HEAB219

HEAB221

CORC2165

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:

K and U is developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Healthcare Practice sector.

Cognitive and Intellectual Skills:

Foundation Degree Qualification Benchmark (FDQB) (2004)Subject Benchmark Statements, Healthcare Programmes (2001)Health Studies (2002)Social Policy and Administration and Social Work (2000)


Apply the skills needed for academic study and enquiry

Critique and analyse the evidence that underpins healthcare practice

Identify and apply appropriate health and social theory to practice

Demonstrate advanced problem solving skills in order to make sustainable judgements in the context of practice

Primary:

A wide range of student centred approaches are used including lectures, seminars, workshops, case study scenarios, group work and self-directed learning facilitated by study packs. Critical incident analysis and reflection on practice are used to guide theory/practice links. Inter-professional learning is a key feature throughout this programme.


None.

1,2,3

1,2,3

FDQB p8

Healthcare p4

Health Studies p2

Social Policy p4

A variety of assessment methods are used to emphasise theory/practice links throughout the programme. These include essays, competency based practice portfolios, scenario analysis, tests, seminar presentations and debates. Theory and practice are summatively assessed against defined academic and work based competencies.

CORC1013

HEAA125

HEA273

HEAB219

HEAB221

CORC2165

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

Cognitive and intellectual skills are continually developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Having to think, write and communicate at this level requires students to develop these skills. These are integral skills that are developed over time through class activities, development of professional practice and writing essays.

Key Transferable Skills:


Use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis in their field of study and in a work context

Undertake further training, develop existing skills, and acquire new competencies that will enable them to assume responsibility within organisations

Have qualities and transferable skills necessary for employment and progression to other qualifications

Have the ability to utilise opportunities for lifelong learning (page 9)


The award holder should be able to demonstrate ability in understanding, manipulating, interpreting and presenting numerical data


Evaluate own academic, professional and clinical performance

Take responsibility for personal and professional learning and development

Manage time, prioritise workloads, recognise and manage personal emotions and stress

Understand career opportunities and challenges ahead and begin to plan a career path

Demonstrate literacy and numeracy skills

Primary:

Transferable skills are generally incorporated within modules. The engagement in practice provides an opportunity for students to demonstrate many of these skills and to be assessed in the practice area. Individual reflection and group work also develop these skills. The use of e-learning is particularly effective in developing confidence with ICT. Academic study blocks followed up by study days linking theory to practice throughout the programme.


None

2,4

1,2

2

1,3

FDQB p9

Healthcare p5

FDQB p5

Health Studies p3

A variety of assessment methods are used that incorporate assessment of transferable skills. These include competency based practice portfolios, process mapping, seminar presentations and debates, reflective assignments and change management projects.

CORC1013

HEAA127

HEAB219

HEAB221

CORC2165

HEAB219

HEAB221

CORC2165

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

Key transferable skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Healthcare Practice sector. Students have opportunities on the programme to develop effective communication skills through activities that require them to work in groups, to feedback individual research projects and to write and present work to a high literary standard and the latest presentation IT formats.

Employment Related Skills:

Foundation Degree Qualification Benchmark (FDQB) (2004)Subject Benchmark Statements, Healthcare Programmes (2001)Health Studies (2002)Social Policy and Administration and Social Work (2000)


Demonstrate the ability to assess, plan, implement and evaluate care/intervention to meet the health needs of patients

Respond appropriately to a range of incidents and emergency situations

Manage the care of designated patients

Demonstrate the ability to carry out practice with due regard to legal and ethical guidelines as detailed in clinical protocols

Understand career opportunities and challenges ahead and begin to plan a career path

Primary:



None

1,2,3.

1,3

1,3

1,2,3

1,2,4

FDQB page9

Healthcare p5

Health Studies p3

Practice portfolios identify the practice based generic and specific competencies necessary for successful completion of the programme. Reflective accounts of practice will be included in the portfolios.

CORC1115

HEAA127

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

Employability related skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies, works and taught sessions. Learning material is up to date and reflects the professionalism of the Healthcare Practice sector. . Many assignments/projects require students to complete observations, pieces and apply theory to practice. These activities make a clear link between academic theoretical learning and that of practice.

Practical Skills:


An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of knowledge and in a work context (page 9).


Demonstrate logical and systematic thinking, draw reasonable conclusions and sustainable judgements

Demonstrate effective skills in communicating information, advice, instruction and professional opinion to colleagues, patients, clients, their relatives and carers; and when necessary, to groups of colleagues or clients

Demonstrate and ability to engage with technology; particularly the effective and efficient use of information and communication technology (page 5)


Work with others in the preparation and presentation of group work, and take responsibility for an agreed area of a shared activity


Demonstrate the ability to assess health needs of patients/clients

Effectively plan to meet patient needs

Demonstrate effective implementation of a range of therapeutic interventions

Evaluation of care/intervention

Respond appropriately to a range of incidents and emergency situations

Manage the care of designated patients

Maintain clear and accurate records.

Demonstrate the ability to carry out practice with due regard to legal and ethical guidelines as detailed in clinical protocols

Communicate effectively with a wide range of individuals using a variety of methods

Engage with technology, and in particular demonstrate the effective and efficient use of information and communication technology

Primary:



None.

1,3

1,3

1,2,3

1,2,4

Healthcare p5

Practice portfolios identify the practice based generic and specific competencies necessary for successful completion of the programme. Reflective accounts of practice will be included in the portfolios.

HEAA127

CORC1013

HEAA127

HEAB219

HEAB221

CORC2165

Other Learning Outcomes

The opportunity to study at final year graduate level

4

FDQB para 30, para 41

N/A

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:

Practical skills are developed through a range of different learning opportunities and assessment tasks. Many assignments require students to complete projects, and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional Healthcare Practice.

PS14. Work Based/ Related Learning

WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE Programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: 4

WBL/WRL Activity:

LogisticsProg AimProg Intended LORange of AssessmentsRelated Core Module(s)

Plan, design and execute practical activities using appropriate techniques and procedures

Undertake fieldwork with due regard for safety and risk assessment

Throughout the programme

Level 4

apply graduate attributes and skills;

apply career management skills: apply lifelong learning skills:

business and organisational awareness

demonstrate an international outlook

Key knowledge and understanding is assessed via a combination of :

Essays/projects/dissertations

Examinations/tests

Coursework/group work on practical application questions

Reflective assignments

ALL Core Modules

An explanation of this map:

Work Based Learning is embedded throughout level 4 of this programme. Many assignments require students to complete observations, reflect on practice and apply theory to practice. These activities make a clear link between academic theoretical learning and that of professional practice.

31 | Page

Appendix MODULES

SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE:

CORC1013

MODULE TITLE:

Personal and Employability Skills Development

CREDITS: 20

FHEQ Level: 4

JACS CODE: X900

PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: (max 425 characters)

This module is designed to equip students with the necessary knowledge and skills to develop themselves in terms of their personal and employability skills.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%

T1 (Test)

%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: PESD

Professional body minimum pass mark requirement: N/A

MODULE AIMS:

Develop conceptual and practical skills in personal development planning for study at degree level and readiness for employability.

Equip learners with baseline personal resources for study and employment such as integrity, personal responsibility, reliability and self-motivation.

Develop learners skills in team working, decision-making, problem solving and communication.

Stimulate learners creativity and encourage a focus on enterprising and challenging tasks and activity.

ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:

1. Evaluate and benchmark own study and analysis skills, capabilities and developmental needs.

2. Demonstrate understanding of concepts relating to personal, employability skills and work related skills.

3. Reflect upon how these concepts relate to personal and professional practice.

4. Effectively manage and self-direct personal and professional learning and development.

DATE OF APPROVAL:

09 Feb 2010

FACULTY/OFFICE:


DATE OF IMPLEMENTATION:

01 Sep 2010

SCHOOL/PARTNER:

Cornwall College

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2016 2017

NATIONAL COST CENTRE: 135

MODULE LEADER: Brender Willmott

OTHER MODULE STAFF: Relevant Site Leaders

SUMMARY of MODULE CONTENT

Personal Development Planning - Personal audit, professional development, career management skills.

Intra and Interpersonal Skills - Influencing, negotiating, conflict resolution, risk taking, problem-solving, decision making, teamwork, initiative, self-esteem, leadership, innovation, creativity and enterprise.

Successful Communication - Interview skills, CVs and letters of application, self-presentation, presentation of information.

Understanding the Business Context - Organizational culture, business strategy, sustainability, cultural diversity, corporate social responsibility, financial literacy.

Project Management - Project planning, monitoring, evaluation, reporting.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lecture

20

Core material

Seminar

12

Smaller workshop sessions where students are supported to apply learning to themselves and their specific industry

Project Supervision

8

As part of assignment 1 students have to take part in a group project, which seminar tutors set and supervise

Guided Independent Study

160

Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

Total

200

(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Coursework

C1

Written Essay

Report

50%

50%

Total = 100%

Updated by:

Brender Willmott

Date:

21/05/15

Approved by:

HE Operations

Date:

13/07/16

Recommended Texts and Sources:

Cottrell, S. (2010) Skills for success: the personal development planning handbook. 2nd edn. Basingstoke: Palgrave Macmillan.

Hager, P. & Holland, S. (2007) Graduate attributes learning and employability. Dordrecht: Springer.

Marsh, R. (2012) Skills for employability part two: moving into employment. Wrexham: Christal Publishing.

Journal: Carer Development International


MODULE CODE:

CORC1114

MODULE TITLE:

Foundations of Healthcare Practice

CREDITS: 20

FHEQ Level: 4

JACS CODE: B700


CO-REQUISITES: None

COMPENSATABLE: N


This module introduces the student to the NHS and Healthcare Community and enables them to understand designated healthcare roles in context. It also introduces the concepts of inter-agency and inter-professional working.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail (delete as appropriate)


%


%

T1 (Test)

%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne


MODULE AIMS:

To introduce the student to the current framework underpinning healthcare and newly emerging healthcare roles, including the Assistant Practitioner.

To consolidate and enhance work based skills around professionalism and communication



5. Demonstrate an understanding of designated healthcare roles, including the Assistant Practitioner, within own practice area and the healthcare community

6. Identify and explain the impact of statutory regulations and the principles of accountability in relation to individual practice

7. Demonstrate effective communication in the work place

8. Adhere to professional standards in the work place

9. Demonstrate the acquisition of new work-based skills (at least 1)

DATE OF APPROVAL:

01 Dec 2012

FACULTY/OFFICE:



01 Sept 2013

SCHOOL/PARTNER:

Cornwall College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER:

All Year

Additional notes (for office use only):



ACADEMIC YEAR: 2016-2017


MODULE LEADER: Anne-Marie Young

OTHER MODULE STAFF:


NHS and Healthcare Community

National Service Frameworks

Statutory regulations

Roles, responsibilities and boundaries

Accountability

Equity and diversity

Principles of infection control

Dementia awareness



Hours


Lecture

45

Work Based Learning

75


80

Total

200


Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Written exam

E

Total = 100%

T

Total = 100%

Coursework

C1

Assignment (Minimum mark of 40% required)

100%

Total = 100%

Practical

P1

Work-based competencies operated on a Pass/Fail basis

100%

Total = 100%

Updated by:

Anne-Marie Young

Date:

21/09/15

Approved by:

HE Operations

Date:

21/09/15

Recommended Texts and Sources:

Brechin A, Brown H, Eby M (eds) (2000) Critical Practice in Health and Social Care,Sage, London.

Department of Health (2006) The regulation of non-medical healthcare professions, DoH, London

Health Professions Council (2006) Standards of conduct, performance and ethics, HPC, London

Hinchcliffe S; Norman S ;Schober J(eds ) ( 2003)Nursing Practice and Health Care 4TH ED Oxford: Hodder Arnold

Kenworthy N; Snowley G; Gilling C( eds) Common Foundations Studies in Nursing(2002) 3rd Ed Edinburgh:Churchill Livingstone

Moullin M (2002) Delivering Excellence in Health and Social Care, Milton Keynes, Open University Press

Nursing and Midwifery Council (2004) The NMC Code of professional conduct: standards for conduct, performance and ethics, NMC, London

www.rcn.org/uk

www.dh.gov.uk

http://nmap.ac.uk/

http://www.n-i.nhs.uk/

http://www.show.scot.nhs.uk/

http://www.wales.nhs.uk/

http://www.nmc-uk.org

http://www.hpc-uk.org

http://www.csci.org.uk

http://news.bbc.co.uk/1/hi/health/

http://society.guardian.co.uk/health/


MODULE CODE:

CORC1115

MODULE TITLE:

The Patient Journey Practice and Principles

CREDITS: 20

FHEQ Level: 5

JACS CODE: B700


CO-REQUISITES: None

COMPENSATABLE: N


This module identifies and promotes the principles of good practice in relation to the assessment, planning, implementation and evaluation of care. It also establishes the importance of the accurate recording and appropriate dissemination of information within the context of healthcare practice.


WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail


%


%

T1 (Test)

%

SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne


MODULE AIMS:

To identify promote and develop the principles of the patient journey. To establish the importance of effective and appropriate communication between health care staff, patients and their carers. To establish the importance of confidentiality and accurate record keeping. To provide a rationale for identified care delivery taking into account social, cultural, spiritual, legal, political and economic influences. To identify the theory of and the practical application of models of care planning in practice.



10. Demonstrate an understanding of the principles of assessment, planning, implementation and evaluation of care in the workplace

11. Explain the importance of working collaboratively and communicating effectively with staff, patients and their carers

12. Identify and demonstrate adherence to confidentiality and record keeping procedures

13. Examine the use of assessment in the workplace and how it impacts on care delivery

14. Identify and explore models of care explaining the rationale for chosen care plan

15. Acknowledge the potential barriers and challenges to the provision of care

DATE OF APPROVAL:

01 Dec 2012

FACULTY/OFFICE:



01 Sept 2013

SCHOOL/PARTNER:

Cornwall College

DATE(S) OF APPROVED CHANGE:

TERM/SEMESTER:

All Year

Additional notes (for office use only):



ACADEMIC YEAR: 2016-2017


MODULE LEADER: Lynne Donohue

OTHER MODULE STAFF: none


The Patient Journey

Assessment, planning, implementation and evaluation of care

Models of care

The patient perspective

Patient, Public Involvement

Stereotyping, prejudice and subjectivity

Record keeping

Confidentiality

Process mapping

Problem solving and decision making

Therapeutic interventions



Hours


Lecture

45

Work Based Learning

75


80

Total

200


Category

Element

Component Name

Component