The Institute of HealthBSc(Hons) Emergency Practitioner (Top up)Course Guide

2017-18September

About this guide

This is your course guide. It provides the basic but fundamental information about your course of study. Thisguide is yours for the duration of the course, we don’t re-issue it annually and if any information containedwithin were to change then we will write to you to explain so.

In particular, if any important aspects relating to your modules were to change then we will inform you inaccordance with the Code of Practice for the Management of Changes to Modules and Courses. The teachingand support teams which you will get to know over time will refer to this guide – it will be useful to you andwe advise you to make good use of it throughout your studies.

The Course Guide should be read in conjunction with the more general sources of information which relate toall students at the University. The Student Handbook is a very detailed reference point for all issues relating toyour studies which aren’t specific to just your particular course. You might also want to refer to the StudentCharter; the University’s Policies and Regulations and the University Assessment Handbook documents whichwill provide you with all of the information that we think you will need for your period of study here.

If you need additional information, or you simply want to discuss elements of any of these documents or otheraspects of your course, find that there is something you need to know, please contact your Faculty StudentServices:

Faculty Student Services

We can help with the administration and organisation of your time at University – from enrolment andmodule registration, tuition fee enquiries, attendance support, course management and lifecycle queries,extenuating circumstances, leave of absence, transfers and changes, assignment submission, SAMsappointments, assessment and result queries, right through to Graduation.

You can also come and talk to us for impartial advice and support if things are starting to go wrong and you’renot sure who else to talk to. The main thing to remember is that you are not alone. We see large numbers ofstudents over the course of a year on a variety of issues, so please don’t be afraid to approach us.

We are here to ensure that your transition into Higher Education is as smooth as possible. Normal officeopening hours are Monday-Friday 08:45-17:00.

You can contact us through the e:vision help desk, by phone or in person or by e-mail:

Faculty of EducationHealth and Wellbeing(City Campus)

The Millennium City Building MC125

(01902) 518800 FEHWStudentServices@wlv.ac.uk

Faculty of EducationHealth and Wellbeing(Walsall Campus)

The Jerome K Jerome Building WA005

(01902) 518800 FEHWStudentServices@wlv.ac.uk

Faculty of EducationHealth and Wellbeing(Burton Campus)

Burton Centre (01902) 518800 FEHWStudentServices@wlv.ac.uk

Help and Advice is alsoavailable from StudentSupport & Wellbeing…

Contact us at the Alan TuringBuilding MI 001 for all enquiries andreferrals… Services operate at allcampuses by appointment.

(01902) 321074(01902) 321070

ssw@wlv.ac.ukmoney@wlv.ac.uk

Welcome from the Course Leader

On behalf of the teaching and support teams from BSc(Hons) Emergency Practitioner (Top up) course, I wouldlike to extend to you a very warm welcome to the University of Wolverhampton, and in particular your

campus.

My name is Jim Bethel and I am the course leader for your BSc(Hons) Emergency Practitioner (Top up) courseand alongside your personal tutor, will be your main point of contact over the duration of your studies. Mycontact details are below – please don’t hesitate to get in touch if you need any support or guidance.

The successes which you will achieve whilst at the University are based upon a partnership between theexpertise and support from the staff here and the effort you put into learning. We welcome students who areeager to think for themselves, to take control of their own learning and who are ready to get involved indeveloping the skills required in a highly competitive job market. Make the most of the wide range ofopportunities available to you.

Studying at University can be difficult, and for many of you the transition into University life will bechallenging. However we will support you throughout your course, particularly whilst you develop into anindependent learner over the course of your first year with us.

We believe it is important that you are encouraged to make your own contribution to the effective operationand development of your chosen course. We hope that you might consider acting as a Course Representativeduring some of your time with us to help the University continue to improve your experience.

I would like to wish you every success with your studies. We look forward to working with you and hope thatyou enjoy your time with us.

Jim Bethel

Course Management and Staff Involvement

RoleRole NameName SpecialismSpecialism eMaileMail Tel. Ext.Tel. Ext. RoomRoom

Head of Department Dr Julian Barratt Julian.Barratt@wlv.ac.uk 3367 MC219

Course Leader Mr Jim Bethel James.Bethel@wlv.ac.uk 8833 WP103

Senior Lecturer Advanced paramedicine

Educational Aims of the Course

This innovative and exciting course facilitates the development of professional and clinical knowledge andskills important for the role of Emergency Practitioner. It is designed to enable and empower you to safely andeffectively fulfil this dynamic role in practice, facilitating the links between specialist theory and practice andenhancing your critical thinking and decision-making skills.

The course is suitable for experienced staff from a variety of urgent, unscheduled and emergency care settingsincluding urgent care centres, the prison service, armed services, primary care centres (includingpharmacists), minor injury units, the ambulance service and emergency departments

As a graduate you will reflect a knowledgeable and enterprising approach to emergency healthcare and adopta critical, analytical and imaginative approach to your developing practice.

What makes this programme distinctive?

The aim of this course is to enable you to build on previous studies to gain a degree as an EmergencyPractitioner. We have both your current and future career development aims in mind, and the course offers aunique opportunity to explore contemporary issues in emergency care. By improving your own effectivenessyou can begin to improve the effectiveness of those within your sphere of influence and enhance your

employability.

Emergency care is a dynamic and challenging environment in which to work and time for continuingprofessional development and academic study is limited. The flexible course delivery enables you to continuein practice whilst benefitting from part-time, flexible study. The coursework is designed to enable you toidentify your strengths and weaknesses and tailor your studies to reflect your individual learning needs asyou developing your role as an Emergency Practitioner.

Service improvement is a strong theme throughout the course: your studies will encourage you to adopt anenquiring attitude to established practice in order to ensure that service users and their carers get the bestservice and the best health outcomes possible as emergency care is delivered at the point of need.

Course Structure

September (Part-Time)September (Part-Time)

Full time and Sandwich Undergraduate Honours students normally study 120 credits per academic year; 60credits semester 1 and 60 credits semester 2.

ModuleModule TitleTitle CreditsCredits PeriodPeriod TypeType Module LeaderModule Leader

6HW067 Minor Injuries for Emergency Practitioners 20 SEM1 Core Jim Bethel

6HW068 Minor Illness for Emergency Practitioners 20 SEM2 Core Jim Bethel

6HW071 Theory into Practice for Emergency Practitioners(Minor Injury)

20 YEAR Core Jim Bethel

6HW073 Theory into practice for Emergency Practitioners(Minor Illness)

20 CRYRA Core Jim Bethel

6HW032 Research and Evidence Based Practice 20 YEAR Core Ann Saxon

Group 01 | Min Value: 20 | Max Value: 20Group 01 | Min Value: 20 | Max Value: 20

Clincal Modues are as follows :- 6HW019, 6HW069, for the following the modules (6HW011, 6HW012, 6HW013, 6HW014) they focuson specialist care - you may select from the specialisms - Acute Care; Cancer Care, Cardiac Care; Care of the Older Person;Critical Care; Diabetes Care; Emergency Care; Mental Health and Psychological Interventions, Neonatal Intensive Care; OffenderHealth; Ophthalmic Care; Orthopaedic Care; Renal Care; Stroke Care.All other modules are Professional Modules.

6HW019 Tissue Viability Theory 20 CoreOption

Caroline Lowe

6HW069 Emergency Care of the Child 20 CoreOption

Alan Clarke

6HW011 Leading and Delivering Specialist Care 20 CoreOption

Ann Saxon

6HW012 Leading Specialist Care 20 CoreOption

David Bell

6HW013 Co-ordinating Care in the Specialist Setting 20 CoreOption

Jacqueline Mitchell

6HW014 Enhancing Care in the Specialist Setting 20 CoreOption

Mary Drozd

6HW049 SLAiP Mentorship 10 CoreOption

Mary Drozd

6HW050 Challenges of Mentorship 10 CoreOption

Mary Drozd

6HW034 Leadership for Healthcare Practitioners 20 CoreOption

Alan Clarke

6HW018 Service Improvement Project 20 CoreOption

Valerie Woodward

6NH032 Prescribing for Practice (V150) 20 CoreOption

Jayne Murphy

6HW074 Mental Health in Older Adult Care 20 CoreOption

Ann Saxon

6HW016 Continuing Professional Development Portfolio 20 CoreOption

Julian Barratt

Course Learning Outcomes

Learning OutcomeLearning Outcome Contributing ModulesContributing Modules

Ordinary Course Learning Outcome 1Ordinary Course Learning Outcome 1(ORDCLO1)(ORDCLO1)

Critically reflect on professional expertise,clinical judgement and ethical decision-makingskills used in the collaborative provision ofhealthcare in the multicultural setting.

6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)

Ordinary Course Learning Outcome 2Ordinary Course Learning Outcome 2(ORDCLO2)(ORDCLO2)

Critically evaluate the evidence underpinningpractice and modern healthcare and applyknowledge in an enterprising way (including theuse of advanced technologies appropriate to therole).

6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners

Ordinary Course Learning Outcome 3Ordinary Course Learning Outcome 3(ORDCLO3)(ORDCLO3)

Apply skills in physical examination, historytaking and appropriate documentation to make aholistic, patient focused assessment of need intraumatic injury and undifferentiated illness inboth the adult and the child.

6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)

Ordinary Course Learning Outcome 4Ordinary Course Learning Outcome 4(ORDCLO4)(ORDCLO4)

Collate evidence gained during clinicalexamination, order appropriate investigations,arrive at a working diagnosis and thereby justifyan individualised plan of care.

6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)

Ordinary Course Learning Outcome 5Ordinary Course Learning Outcome 5(ORDCLO5)(ORDCLO5)

Utilise a sound evidence base for practice andadvanced diagnostic skills that enable safe andeffective discharge or referral of patients withtraumatic injury and undifferentiated illness.

6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)

Ordinary Course Learning Outcome 6Ordinary Course Learning Outcome 6(ORDCLO6)(ORDCLO6)

Critically reflect on the role of the EmergencyNurse Practitioner as a role-model to provideguidance and support; to nurture your own andothers intellectual curiosity in accordance withyour Professional Code.

6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)

Honours Course Learning Outcome 1Honours Course Learning Outcome 1(DEGCLO1)(DEGCLO1)

Critically reflect on professional expertise,clinical judgement and ethical decision-makingskills used in the collaborative provision ofhealthcare in the multicultural setting.

6HW011 Leading and Delivering Specialist Care6HW012 Leading Specialist Care6HW013 Co-ordinating Care in the Specialist Setting6HW014 Enhancing Care in the Specialist Setting6HW015 Practice Development6HW016 Continuing Professional Development Portfolio6HW018 Service Improvement Project6HW019 Tissue Viability Theory6HW032 Research and Evidence Based Practice6HW034 Leadership for Healthcare Practitioners6HW049 SLAiP Mentorship6HW050 Challenges of Mentorship6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW069 Emergency Care of the Child6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)

6HW074 Mental Health in Older Adult Care6NH032 Prescribing for Practice (V150)

Honours Course Learning Outcome 2Honours Course Learning Outcome 2(DEGCLO2)(DEGCLO2)

Critically evaluate the evidence underpinningpractice and modern healthcare and applyknowledge in an enterprising way (including theuse of advanced technologies appropriate to therole).

6HW011 Leading and Delivering Specialist Care6HW012 Leading Specialist Care6HW013 Co-ordinating Care in the Specialist Setting6HW014 Enhancing Care in the Specialist Setting6HW015 Practice Development6HW016 Continuing Professional Development Portfolio6HW018 Service Improvement Project6HW019 Tissue Viability Theory6HW032 Research and Evidence Based Practice6HW034 Leadership for Healthcare Practitioners6HW049 SLAiP Mentorship6HW050 Challenges of Mentorship6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW069 Emergency Care of the Child6HW074 Mental Health in Older Adult Care6NH032 Prescribing for Practice (V150)

Honours Course Learning Outcome 3Honours Course Learning Outcome 3(DEGCLO3)(DEGCLO3)

Apply skills in physical examination, historytaking and appropriate documentation to make aholistic, patient focused assessment of need intraumatic injury and undifferentiated illness inboth the adult and the child.

6HW011 Leading and Delivering Specialist Care6HW012 Leading Specialist Care6HW013 Co-ordinating Care in the Specialist Setting6HW014 Enhancing Care in the Specialist Setting6HW015 Practice Development6HW016 Continuing Professional Development Portfolio6HW018 Service Improvement Project6HW019 Tissue Viability Theory6HW034 Leadership for Healthcare Practitioners6HW049 SLAiP Mentorship6HW050 Challenges of Mentorship6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW069 Emergency Care of the Child6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)6HW074 Mental Health in Older Adult Care6NH032 Prescribing for Practice (V150)

Honours Course Learning Outcome 4Honours Course Learning Outcome 4(DEGCLO4)(DEGCLO4)

Collate evidence gained during clinicalexamination, order appropriate investigations,arrive at a working diagnosis and thereby justifyan individualised plan of care.

6HW011 Leading and Delivering Specialist Care6HW012 Leading Specialist Care6HW013 Co-ordinating Care in the Specialist Setting6HW014 Enhancing Care in the Specialist Setting6HW015 Practice Development6HW016 Continuing Professional Development Portfolio6HW018 Service Improvement Project6HW019 Tissue Viability Theory6HW034 Leadership for Healthcare Practitioners6HW049 SLAiP Mentorship6HW050 Challenges of Mentorship6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW069 Emergency Care of the Child6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)6HW074 Mental Health in Older Adult Care6NH032 Prescribing for Practice (V150)

Honours Course Learning Outcome 5Honours Course Learning Outcome 5(DEGCLO5)(DEGCLO5)

Utilise a sound evidence base for practice andadvanced diagnostic skills that enable safe andeffective discharge or referral of patients withtraumatic injury and undifferentiated illness.

6HW011 Leading and Delivering Specialist Care6HW012 Leading Specialist Care6HW013 Co-ordinating Care in the Specialist Setting6HW014 Enhancing Care in the Specialist Setting6HW015 Practice Development6HW016 Continuing Professional Development Portfolio6HW018 Service Improvement Project

6HW019 Tissue Viability Theory6HW032 Research and Evidence Based Practice6HW034 Leadership for Healthcare Practitioners6HW049 SLAiP Mentorship6HW050 Challenges of Mentorship6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW069 Emergency Care of the Child6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)6HW074 Mental Health in Older Adult Care6NH032 Prescribing for Practice (V150)

Honours Course Learning Outcome 6Honours Course Learning Outcome 6(DEGCLO6)(DEGCLO6)

Critically reflect on the role of the EmergencyNurse Practitioner as a role-model to provideguidance and support; to nurture your own andothers intellectual curiosity in accordance withyour Professional Code.

6HW011 Leading and Delivering Specialist Care6HW012 Leading Specialist Care6HW013 Co-ordinating Care in the Specialist Setting6HW014 Enhancing Care in the Specialist Setting6HW015 Practice Development6HW016 Continuing Professional Development Portfolio6HW018 Service Improvement Project6HW019 Tissue Viability Theory6HW032 Research and Evidence Based Practice6HW034 Leadership for Healthcare Practitioners6HW049 SLAiP Mentorship6HW050 Challenges of Mentorship6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW069 Emergency Care of the Child6HW071 Theory into Practice for Emergency Practitioners (Minor Injury)6HW073 Theory into practice for Emergency Practitioners (Minor Illness)6HW074 Mental Health in Older Adult Care6NH032 Prescribing for Practice (V150)

PSRB

None

Employability in the Curriculum

The impact of recent change and modernisation on the health services has inevitably affected themanagement and delivery of emergency care. Many emergency practitioners now need to be able to work in avariety of settings and independently manage a caseload of patients attending for urgent and emergency care.This is reflected in the flexibility of the course and will enhance your employability in the future.

As nursing and allied health professions become all-graduate studying this award will ensure that you willhave comparable academic qualification to newly registered staff and enable you to guide and supportstudents undertaking the degree level coursework.

Successful completion of the BSc Emergency Practitioner will provide access to developing your studies tohonours level.

Teaching, Learning and Assessment

As part of your studies you will come into contact with a range of activities designed to promote and enhanceyour learning experience. Our use of blended learning activities encourages you to identify and addressparticular learning needs related to your practice.

Formal learning - we promote a blended approach to learning; some core content will be delivered in the ’ face

to face’ traditional teaching style but will include interactive activities to challenge your knowledge andpractice in the emergency care setting. Formative activities are designed to guide and prepare you forsummative coursework.

Applying theory to practice – we use a variety of approaches to enhance your ability to evaluate, articulateand apply evidence to inform practice. You will make use of a range of electronic resources to investigate theinfluence and impact of global healthcare communities on national and local policy.

Problem solving and decision making – Problem based learning is an engaging and dynamic tool that can bean effective way to enhance your understanding of real practice issues affecting the role of the EmergencyPractitioner in practice. It provides an opportunity to develop your skills in clinical decision making within asafe environment, and to apply knowledge to deliver and lead quality initiatives to improve the experience ofthe patient (and family) in the emergency care setting.

Student-led activities - We expect you to contribute to discussions (face to face and online) in a positive andprofessional manner. Being part of a learning community will increase your awareness of different points ofview, and help you to affirm your own personal and professional values. You will complete directed andguided study which will sometimes require working with others in your peer group.

Research skills –you will be supported in the preparation of a detailed evidence based intervention orresearch proposal which will develop and expand your theoretical and practical knowledge of the researchprocess.

Use of the virtual learning environment - The integration of computer based technology, directed studies andtraditional teaching can enhance the quality and efficiency of your learning experience. You will beencouraged to access virtual and electronic learning resources within both University and the healthcareenvironment. CANVAS offers e-mail access and discussion forums to communicate with fellow professionalsin the learning community and develop your personal and professional values.

The ability to use digital resources and equipment is a key attribute of a graduate nurse and reflects the needfor the Emergency Practitioner to use advanced technologies in areas such as record keeping, delivery andmanagement of emergency care.

Workplace learning – we hope that as you develop graduate skills during your course, you will be able toapply your learning to your normal activities in the practice setting. You will be able to reflect on personal andprofessional learning, the development of knowledge and skills and identify strategies to develop emergencycare in the future. The support of a clinical mentor(s) is critical to this.

Reference Points

University of Wolverhampton Equality & Diversity Action Plan (2008)

FHEQF

School Plan (2008)

School AP(E)L strategy and guidelines (2008)

University of Wolverhampton Student Voice (2007)

University of Wolverhampton Learning & Teaching Strategy (2008)

University of Wolverhampton General Examination & Assessment Regulations

QAA Framework for Higher Education Qualifications (2001)

QAA Code of Practice for the Assurance of Academic Quality & Standards in Higher Education & SEEC LevelDescriptors (2006)

QAA Benchmark Statements (qualifications at Ordinary and Honours Level)

Undergraduate academic regulations (2010)

Equality Act 2010

Department of Health

National Institute for Health & Clinical Excellence Guidelines (2004-2010)

Skills for Health / NSF: Knowledge & Skills Framework (2004)

Agenda for change (2005)

Skilled for Health (2009) www.dh.gov.uk/skilledforhealth

High Quality Care for All (2009)

Towards a Framework for Post-Registration Nursing Careers (2007)

Nursing Roadmap (2010)http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_113449.pdf

Front Line Care – report on the future of nursing. PM Commission (2010)

http://cnm.independent.gov.uk/wp-content/ uploads/2010/03/front_line_care.pdf

Subject Specific

Reforming Emergency Care (2001)

Direction of Travel for Urgent Care (2006)

Regional Initiatives

Investing for Health – West Midlands SHA www.ifh.westmidlands.nhs.uk

Academic Regulations Exemptions

Section A.3.7. Exemption to permit module 6HW073 to run across semester 2 and 3 in year one.

APPROVE

Section B.4.1. Applicants that have trained as a nurse overseas, or an international applicant, must provideevidence of IELTS 7.0 or above and evidence of current NMC registered status to practice in the UK.

APPROVE

Section D.3.9. No compensation will be awarded.

APPROVE

Section M.7.1. The interim award of BSC Emergency Practitioner will only be awarded if the following modules

(80 credits) are completed.

6HW067 Minor Injuries for Emergency Practitioners6HW068 Minor Illness for Emergency Practitioners6HW071 Theory in Practice for Emergency Practitioners, Minor Injuries6HW073 Theory in Practice for Emergency Practitioners, Minor Illness

Approved - 25th September 2015

Support with your studies

University Learning Centres are the key source of academic information for students providing access to:

Physical library resources (books, journal, DVDs etc.)Study areas to allow students to study in the environment that suits them best: Social areas, quiet andsilent areas.A wide range of online information sources, including eBooks, e-journals and subject databasesAcademic skills support via the Skills for Learning programmeStudents on campus can attend workshops or ask for one-to-one help on a range of skills such asacademic writing and referencing.Dedicated Subject Pages to enable you to explore key online information sources that are recommendedfor their studies.Physical access to local libraries both in UK and overseas via SCONUL and WorldCat agreements

We also strongly advise you to download to “MyWLV” student app. MyWLV is a single point of personalisedaccess to the variety of systems the University offers. This includes pulling through relevant information (e.g.deadlines, timetables) and linking to underlying systems.

Course Specific Support

Generic learning support

We offer a variety of learning resources to help you progress; the learning centre services provide a range ofstudent focused activities and resources that enable you to find sources and reference correctly andefficiently. The learning centre is staffed by a team with considerable experience in supporting students andhas key individuals identified with expertise in the Health and Wellbeing subject area.

‘ASSIST’ - an online service if you need to ask anything or chat to a member of staff about problems findingresources or information.

‘Sharpen up your skills’ - a great resource for you to enhance your study, it offers a range of advice from basicIT skills, to essay writing and preparing for examinations, to personal development planning. Accessible viathe website

http://asp.wlv.ac.uk/Level2.asp?UserType=11&Section=&Subsection=547

IT Support Services - provides on-line and telephone support for any IT difficulties you may encounterwhether at home or on campus.

Virtual Learning Environment

Online (via the VLE) formative assessment will be available with feedback and feedback posted on summativework.

Student Support Officers

The School of Health and Wellbeing has two student support officers to offer help and advice on a range ofissues that may be affecting your studies. Accessible by telephone / email or websitehttp://www.wlv.ac.uk/default.aspx?page=9182

Personal tutors

You will be allocated a personal tutor at the start of your course with whom you will build and develop arelationship. Your personal tutor will maintain communication with you (and you with them) as you progressthrough to completion of your course.

Contact Hours

In higher education, the term ‘contact hours’ is used very broadly, to refer to the amount of time that youspend learning in contact with teaching or associated staff, when studying for a particular course.

This time provides you with the support in developing your subject knowledge and skills, and opportunitiesto develop and reflect on your own, independent learning. Contact time can take a wide variety of formsdepending on your subject, as well as where and how you are studying. Some of the most common examplesare:

lecturesseminarstutorialsproject supervisionsdemonstrationspractical classes and workshopssupervised time in a studio/workshopfieldworkexternal visitswork-based learning (including placements)scheduled virtual interaction with tutor such as on line, skype, telephone

In UK higher education, you as the student take primary responsibility for your own learning. In this context,contact time with teaching and associated staff is there to help shape and guide your studies. It may be usedto introduce new ideas and equip you with certain knowledge or skills, demonstrate practical skills for you topractise independently, offer guidance on project work, or to provide personalised feedback.

Alongside contact time, private or independent study is therefore very significant. This is the time that youspend learning without direct supervision from, or contact with, a member of staff. It might includebackground reading, preparation for seminars or tutorials, follow-up work, wider practice, the completion ofassignments, revision, and so on.

Course Specific Health and Safety Issues

No specific health and safety issues recorded.

Course Fact File

Hierarchy of Awards:Hierarchy of Awards: Bachelor of Science with Honours Emergency Practitioner Bachelor of Science Emergency Practitioner University Statement of Credit Undergraduate Credit

Course Codes:Course Codes: NH007M31UV Part-Time 2 Years

Awarding Body / Institution:Awarding Body / Institution: University of Wolverhampton

School / Institute:School / Institute: The Institute of Health

Category of Partnership:Category of Partnership: Not delivered in partnership

Location of Delivery:Location of Delivery: University of Wolverhampton

Teaching Institution:Teaching Institution: University of Wolverhampton

Published: 26-Sep-2017 by Jim Bethel