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Programme Handbook
UCAS code: L150
Programme Leader: Vicki Caldwell
This handbook is published for students studying at Weston College on the above programme and is available in a range of alternative formats on request.
FdSc Health and Social Care
University Centre Weston
in partnership with
University of the West of England
Academic Year: 2017-18
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Contents
Introduction ..................................................................................................................................... 1 Course content ................................................................................................................................ 2 Overview of the Programme ........................................................................................................... 3 Course Aims.................................................................................................................................... 8 Learning and Teaching Methods .................................................................................................... 9 How Quality is Assured ................................................................................................................. 11 Programme Specification.............................................................................................................. 17
Programme Handbook 2017/18, University Centre Weston
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Introduction
Welcome
Welcome to the Foundation Science Degree in Health and Social Care Practice. This programme is delivered by University Centre Weston (UCW), in partnership with the University of the West of England (UWE) The Programme sits in the UWE Faculty of Health and Applied Sciences. You are a registered student at UWE and UCW, and you have access to services in both institutions
Purpose of the Handbook
This handbook gives you essential background information that will be of help in your studies on the FdSc Health and social care practice programme. It provides links to the definitive data sources wherever possible. The handbook can be accessed via your Virtual Learning Environment (VLE)
Please note that the electronic version will be kept up to date and you will be notified of any significant changes. If you have taken a hard copy of any information please remember to refer back to the electronic version to ensure that you are working with the most up to date information.
For module information please see the respective Module Handbook.
Programme Handbook 2017/18, University Centre Weston
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Course content
Course Distinctiveness
Figure 1: Framework for Higher Education Qualifications
Foundation degrees were introduced nationally in September 2001 as vocational, higher education qualifications, the essence of which is the acquisition of knowledge and skills required in employment whilst following an academic programme. The government’s modernisation agenda (1999) was committed to strengthening education and training in the health and social care and the development of a modern career framework; this commitment has not changed. The ethos underpinning the development of a Foundation degree is to strengthen the efficiency through developing an enhanced workforce with a more diverse range of skills needed to support sustained employability. This programme is designed to develop and increase the number of practitioners qualified at the higher technician, associate professional level, and are seen as particularly valuable in underpinning emerging roles in health care at the Assistant Practitioner level.
This has been further reinforced by the Department of Health (2003) Knowledge and Skills Framework which clearly sets out core and specific dimensions with levels of competence, (http://dera.ioe.ac.uk/17741/). This framework continues to form the basis of developing job roles and competencies for practitioners working in health and social care. The six core dimensions in the framework have been used to structure the practice learning in year 1 and 2 and have influenced curriculum development in the academic modules.
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The six core dimensions in the framework are:
• Communication,
• Equality, diversity and rights
• Health, safety and security
• Personal and people development
• Service development
• Quality
Overview of the Programme
The Foundation Science Degree in Health and Social Care Practice is a programme that delivers the specialist knowledge and skills required in practice whilst being underpinned by broad based academic learning. The programme is reviewed on an ongoing basis to ensure that its overarching learning outcomes, module structure and content are current, reflecting the up-to-date requirements of the workforce and settings it serves.
Flexibility, widening access and equal opportunities have been key to the development of this programme to provide a basis for practitioners to achieve their potential. This is achieved through flexible learning with colleagues both in the academic and work-place settings to achieve and maintain fitness for practice, and working in partnership. This includes flexibility of pathways into and through programmes thus facilitating the learner to ‘step on/off’ at specific points with accredited qualifications, identified competencies and skills.
This Foundation degree is designed to offer a full time award over 2 academic years with the accumulation of 240 credits; 120 at level 1 and 120 at level 2. The integration of academic and workplace learning is a strong feature of the Foundation degree programme supporting practitioners to use their workplace as the focus for their learning and professional development. This programme is based on the HEFCE (2000) recommended core features of
• Application of skills in the workplace
• Credit accumulation and transfer
• Progression within work and / or to an honours degree.
It also meets the Quality Assurance Agency (QAA) Foundation Degree Qualification Benchmarks May 2010, which have been used as underpinning standards for the programme and have helped to guide not only the overall programme learning outcomes, but influence the development of the modules at each level and their own module specific learning outcomes.
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Programme Team
The people below are staff who have specific responsibilities for your programme.
Staff Role Telephone E-mail
Liz Ayres HE Lecturer 01934 411411
ext
Vicki Caldwell Curriculum Coordinator
01934 411411
Ext: 1230
Sue Day HE Lecturer 01934 411411
Ext: 1406
Jenny Gamlin Practice Facilitator 07814 773825 [email protected]
Louise Lynn HE Lecturer 01934 411411
Ext: 1264
Karla Mason HE Lecturer 01934 411411
Ext:3010
Lindsey Scott HE Lecturer 01934 411411
Ext 2714
Wendy Slade HE Librarian (Weston)
01934 411 466 [email protected]
Delyse Taylor Sector Area Manager Health and Social Care and Counselling
01934 411 643 [email protected]
The team mobile Number 07814 773412
Please note: This number is only in use during practice visits Please use this mobile number on the day of your meeting if you need to make changes to your appointment or to contact with the academic member of staff attending your meeting
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Link Tutor
Each programme has an identified link tutor from its validating partner University whose role it is to support the Weston team.
The link tutor for your programme is:
Angharad Hughes
UWE Link Tutor 0117 3288536 [email protected]
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Course structure
Year One
Full time Year 1 of study
Level Module Title Credits Code
4 Foundations of Practice
30 UZTSLK-30-1
4
Essentials Of Health and Disease 30 UZTSLJ-30-1
4
Person Centred Practice 30
UZTSLM-30-1
4
Holistic Approaches to Care 30
UZTSLL-30-1
Year Two
Full time Year 2 of study
Level Title Credits Code
5 Extending Practice
30 UZTSRD-30-2
5
An Introduction to Research Methodologies and Methods
15 UZWSRC-15-2
5 Foundations of Assessment for Health and Social Care
15 UZWSRE-15-2
5 Evidencing Work-based Learning
15 UZWSSD-15-2
5
Leadership for Quality Enhancement in Practice 30
UZTSU6-30-2
5 Working Effectively with people with Complex and Long Term Healthcare needs
15 UZTSRG-15-2
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All HE programmes at UCW are delivered as a collection of modules, which build on each other to form a complete programme of study. Each module carries a credit rating, defining how much study time it takes to complete. Notionally, 1 credit equates to 10 hours study time (so 10 credits = 100 study hours). “Study hours” includes lectures, seminars, tutorials, group work, independent study and research – in fact, any time that contributes to your learning on the module.
Your Foundation Degree classification
To be awarded a Foundation Degree you will have successfully completed 240 credits at levels 1 and 2 (or above) in total. Only the results for level 2 (or above) modules are used to determine the classification of your Foundation degree.
A Foundation Degree with merit is awarded when an average of 55% or more is achieved across any combination of modules at level 2 or above which are valid for the award and total 100 credits or more.
A Foundation Degree with distinction is awarded when an average of 70% or more is achieved across any combination of modules at level 2 or above which are valid for the award and total 100 credits or more.
Interim Awards
Students who do not complete the course but successfully achieve at least 120 credits will be eligible to receive the interim award of a Certificate of Higher Education.
Progressing onto Honours Degree
You can ‘top-up’ your FdA/FdSc degree to a BA/BSc (Honours) degree by an additional year of study.
To be eligible for progression you must have gained 240 credits, 120 credits at Level 4 and 120 credits at Level 5. The deadline for applications is usually on or before 1st May in the final year of Foundation Degree studies.
Your tutor will arrange a meeting with the Course Leader at UWE to discuss the modules on offer on the top-up degree and answer any questions that you may have. You are also welcome to visit the UWE Glenside campus and meet with staff and students at our partner University.
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Course Aims
The overall programme aim is the preparation of an Assistant Practitioner to work with a specified range of skills in partnership with others within national, regional and local employment policies and to health care standards. The skills are based within the following categories:
• Technical and work related skills
• Key and generic skills • Increased understanding of the world of work
• Employment involvement.
The core key skills are identified as
• Communication • Teamwork • Problem solving • Application of number
• Use of information technology
• Improving learning and performance.
This programme offers access and progression to people in the health and social care workforce providing an easily identifiable routes to an academic award or career pathway through the use of Personal Development Plans. Through blending work and academic learning they allow confirmation and enhancement of skills in current and future employment, enabling both personal and professional development. They also enhance the quality of the workforce by enabling confidence and competence in new or existing roles. This would enhance a flexible delivery of service with learning in parallel.
Study themes running through the programme include:
• Concepts of health and well being
• Socio-economic, biological, psychological perspectives of health • Ethical and legal aspects of practice • Personal and professional development
• Essential practice skills • Practice management • Mental health and well being
• Diversity and inclusion • Physical, psychological and social implications of discriminatory practice • Health and social needs of a diverse population
• Research design and methodologies • Evidence based practice • Inter-professional working and integrated teams
• Decision making and problem solving strategies • Health promotion • Risk management
Programme Handbook 2017/18, University Centre Weston
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Learning and Teaching Methods
UCW has a Learning and Teaching Strategy for Higher Education, which underpins our approach.
We intend that the learning programme should be both stimulating and demanding, and should lead you through progressive stages of development, towards increasingly complex and open-ended tasks, increasingly sophisticated application of intellectual/conceptual and personal (transferable) skills, and increasingly independent study.
A variety of learning methods will be used, which might include:
• Lectures
• Seminars
• Experiential learning
• Reflective learning
• Skills practice
• Group work and group discussions
• Workshops
• Case studies
• Student presentations
• Information and communications technology (ICT) based activities
• Visiting speakers/expert practitioners will be used during the programme
UCW actively encourages the development of technology enhanced learning and you will find staff utilising new teaching methods to enhance your learning experience.
Work-based Learning
Foundation degree students spend a high proportion of the programme in the work place. Therefore health care professionals play a vital role in ensuring that students are capable of functioning as safe and competent practitioners within the care setting until their point of graduating as an assistant practitioner. This is assessed heavily through the Foundation of Practice modules at level 1 and Extending Practice Module at level 2 of the programme. Both student and mentor will be provided with the module handbook for each Practice Module.
In each of these modules the student has an assessment of work-based skills/competencies in both core and optional areas. This assessment follows a standardised format with specific documentation required for assessment. The main purpose of the assessment is for each student to be able to demonstrate their ability to function safely and effectively within any practice/care setting.
The assessment documents with ‘sign-off’ sections are sufficiently detailed to show the range of skills/competencies the student is expected to achieve, and will guide the mentor in determining the level of competence that can realistically be expected from a student.
Mentors have an important role in terms of facilitating each student’s learning. Whilst it is the student’s responsibility to engage with the learning process, the mentor is expected to help
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identify the learning experiences in practice and the available opportunities for achieving these. In order to facilitate this learning experience, the mentor will need to discuss the following with the student at the beginning of each practice module:
▪ Their learning needs
▪ The opportunities for learning
▪ How the student can develop the skills that may be unique to their area of practice or
specific job role.
When a goal has been completed in practice, it is useful to review achievements and negotiate new goals and deadlines. Setting ongoing targets, which can be achieved throughout the course, helps to emphasise that learning in practice is a continuous process and there should not be a sudden ‘rush’ to achieve skills/competencies towards the end of the academic year. You will receive regular reviews in practice where you will meet with both your mentor and a member of UCW academic team to discuss your progress. Further information about the practice modules can be found in the relevant module handbooks which will be made available to you at the module start.
Programme Handbook 2017/18, University Centre Weston
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How Quality is Assured
Quality monitoring and evaluation
The programme you are studying was approved by UWE. As part of the approval process it was assured that
• the content of the programme met national benchmark requirements;
• the programme met any professional/statutory body requirements; and
• the proposal met other internal quality criteria covering a range of issues such as admissions policy, teaching, learning and assessment strategy and student support mechanisms.
This was done through a process of programme approval which involves consulting academic experts including subject specialists from other institutions and industry.
How we monitor the quality of this programme
The quality of this programme is monitored each year through evaluating:
• external examiner reports (considering quality and standards);
• statistical information (considering issues such as the pass rate); and
• student feedback including the National Student Survey (NSS).
Drawing on this, and other, information programme teams undertake an annual monitoring process, in accordance with the University's quality policy.
Once every six years an in-depth review of the subject area is undertaken by a panel that includes at least two external subject specialists. The panel considers documents, looks at student work, speaks to current and former students and speaks to staff before drawing its conclusions. The result is a report highlighting good practice and identifying areas where action is needed.
The role of the Programme Committee
This course has a Programme Committee comprising all relevant teaching staff, student representatives and others who make a contribution towards its effective operation (e.g. library/technician staff). The Programme Committee has responsibilities for the quality of the programme and plays a critical role in the University's quality assurance procedures.
External examiners
The standard of this programme is monitored by at least one external examiner. External examiners have two primary responsibilities:
• To ensure the standard of the programme; and
• To ensure fairness and equity.
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The external examiner(s) for your programme:
Name Role in institution Name of institution
Abigail Lancaster Lecturer School of Nursing and Health Care Leadership
University of Bradford
As part of their role, external examiners complete an annual report for the University commenting on the learning, teaching and assessment standards of the modules and the programme overall. The report will highlight areas of good practice and identify areas for development, as well as provide assurance that your programme is of an equable standard to similar HE provision nationally.
External examiner reports, and the University’s response, are shared with students. They are normally discussed at Staff/Student Liaison Committees and made available online, via your VLE.
External References
The following methods are used for gaining the views of other interested parties:
• Feedback from former students;
• Employers;
QAA and other Subject benchmark statements
• QAA Foundation Degree Qualification Benchmarks May 2010 Available from: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Foundation-Degree-qualification-benchmark-May-2010.aspx [Accessed 19th June 2012] The QAA Foundation Degree Benchmark Statements have been used as underpinning standards for the programme and have helped to guide not only the overall programme learning outcomes, but influence the development of the modules at each level and their module learning outcomes. In addition to the QAA benchmark statements, the NHS KS and National Occupational Standards have been used to guide and influence thinking around the required modules and assessment strategy. The programme team continues to use the National occupational Standards as set by the Sector Skills Council (Skills for Health, http://www.skillsforhealth.org.uk/ ) as the external reference point for professional practice, core competencies and guidance; a significant element of the programme at both levels one and two.
• National Occupational Standards
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Skills for Health (2011) Competences/National Occupational Standards. Available from: http://www.skillsforhealth.org.uk/about-us/competences%10national-occupational-standards/ [Accessed 19th June 2012]
• NHS Knowledge and Skills Framework (NHS KSF) Department of Health (2004) The NHS Knowledge and Skills Framework. Available from: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4090843 [Accessed 19th June 2012]
• Reference points: The following publications have also been used as reference points in the development of this programme:
• Department of Health (DoH) (2000) The NHS Plan: A plan for investment, a plan for reform. London. The Stationery Office
• Department of Health (DoH) (2000) Meeting the Challenge: A Strategy for the Allied Health Professions. London. The Stationery Office
• Department of Health (DoH) (2002) Liberating the Talents. London. The Stationery Office.
• Department of Health (DoH) / Royal College of Nursing (RCN) (2003) Freedom to practise: dispelling the myths. London. The Stationery Office
• National Audit Office (NAO) (2001) Educating and training the future health professional workforce for England. London. The Stationery Office
Reference to skills for health http://www.skillsforhealth.org.uk and skills for care http://www.skillsforcare.org.uk/Home.aspx quality standards and benchmarks are used to underpin the programme developments.
The code of conduct for healthcare support workers and adult social care is used to guide trainee assistant practitioner’s professional conduct while in practice. http://www.skillsforcare.org.uk/Document-library/Standards/National-minimum-training-standard-and-code/CodeofConduct.pdf
Best practice standards
Professional and statutory regulatory bodies give clear statements on best practice clinical guidance and professional standards in nursing and allied health professional.
• National Institute for health and Care excellence (NICE): https://www.nice.org.uk/
• Social Care institute for excellence (SCIE): http://www.scie.org.uk/
• Royal College of Nursing (RCN) http://www.rcn.org.uk/
• NMC Nursing and midwifery council (NMC) http://www.nmc.org.uk/
• Health and Care professional council (HCPC) http://www.hcpc-uk.org/
Student are directed to these external resources in the development of their professional health care practice
Programme Handbook 2017/18, University Centre Weston
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Staff Profiles
Liz Ayres
Vicki Caldwell
Vicki has been a qualified and registered social worker since 1987. She has worked in the statutory and voluntary sector as a social worker and manager specialising in children and families social work. She has held specific roles in child protection work, adoption and community based family support work. She has gained international social work experience while working in Australia.
Vicki is a qualified social work practice educator and has worked in social work education for 15 years. Her previous roles include working for the Open University and the College of Social work. She was part of the management team responsible for writing and updating 'The Return to Social Work resource' for the DfE (Sept 2013) (https://www.tcsw.org.uk/Return-to-Social-Work/ )
Vicki holds a BA (Hons) in Applied Social studies, a CQSW from Nottingham Trent University. A practice teachers Award from Birmingham University and an MBA from the Open University
Sue Day
Sue has been a qualified General Nurse since 1983, specialising in medical and surgical nursing and orthopaedics. She was ward manager of a rheumatology unit in King’s College Hospital as well as holding research and staff development posts there.
Sue is a qualified nurse teacher. She was a Senior Lecture in Nursing at the University of the West of England for 14 years, teaching undergraduate nursing students and acting as link lecturer for hospitals in Bristol, Bath, Swindon and Taunton. She taught in a secondary school for four years and supported students with additional needs.
Sue holds a Bsc(Hons) in Nursing from Chelsea College, London University, and a Certificate in Education from Garnett College. She is working towards her Masters’ in Education.
Jenny Gamlin
Jenny has been a nurse and midwife for over 34 years. During that time she has been involved in developing innovative healthcare practices. She was named midwife of the year in 1998 and runner up in 2006 and 2008. This is a national competition voted for by parents.
Jenny recent role at Weston General hospital included Practice Development Midwife, Named Midwife for safeguarding and Midwife for patients with complex social needs. Jenny’s new passion is supporting and mentoring Trainee Assistant Practitioners (TAP’s) to become a very valuable part of the workforce both inside and outside the NHS. Her role in the team is to facilitate and support the work based learning component within the programme.
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Louise Lynn
Louise has been a Registered General Nurse since 1997, specialising in coronary care. As well as working in the UK, she also has experience of working internationally in Portugal and in a military hospital in Cyprus.
Louise holds a BSc (Hons) in Health and Social Care from the Open University and a Postgraduate Certificate of Education, and is working towards a Masters’ in Education looking at audio feedback.
Dr Karla Mason
Karla is a specialist in the sociological dimensions of care, with over 15 years’ experience of work and research in health and social care. Before she started at University Centre Weston, Karla was teaching Sociology and Criminology at Queen’s University Belfast, and in 2013 was involved in evaluating a restorative justice community project in Belfast to enable the council and police community partnership to secure ongoing funding. She continues to be heavily involved in scholarly activity, having presented at a number of international conferences and seminars, and is now drawing on this experience to lead modules in Research Methods across both Health and Social Care Practice, Care Management in the Community and the Integrated Mental Health and Social care Foundation Degrees.
Karla holds a First Class degree in Sociology, a Masters in Social and Political Theory and a PhD in Sociology focusing on Victorian Britain.
Lindsey Scott
Lindsey worked in the NHS for 38 years. She is a registered nurse and also trained as a midwife. Her clinical career was in cancer and oncology nursing before she moved into management and leadership roles. Her first Director of Nursing post was in Luton before moving to University Hospitals Bristol NHS Foundation Trust in 1998 where she was Chief Nurse and Director of Governance for 12 years. Lindsey then worked as Director of Operations for Avon & Wiltshire NHS Mental Health Partnership Trust.
In 2011, she moved into the Bristol, North Somerset and South Gloucestershire Primary Care Trust as Director of Quality and Governance. This role expanded to cover Somerset in 2013 in the move into NHS England. Finally, Lindsey’s role expanded to cover the southwest from 2015 before she retired from the NHS in 2016. Since retirement Lindsey has worked as an independent consultant and advisor. This has included work with Manchester Metropolitan University as a subject matter expert and sessional tutor for their on-line MBA Health & Social Care.
Lindsey has always had a keen interest in education and training, both explicitly in her roles e.g. mentorship, workforce planning and personally. She has chaired education and training consortia and worked closely with providers of further and higher of education since 1995.
As well as a being a trained nurse and midwife, she has a Further Education Teaching Certificate, post-graduate Diploma in Management Studies and a Master’s in Business Administration [distinction] from Manchester Business School.
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Wendy Slade
Wendy is the HE Librarian for UCW’s degree level courses. She is educated to Masters Level with an MSc in Information and Library Management from Bristol University (2005). She also holds a teaching qualification and BA (Hons) in Language and Communication from Cardiff University. Wendy has carried out research projects in the field of learning environments, the needs of the learner and study skills delivery. Wendy delivers the HE LibraryPlus ‘HELP’ study skills programme which introduces the key skills and core resources students require for HE level research.
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Programme Specification
Part 1: Basic Data
Awarding Institution University of the West of England
Teaching Institution University Centre Weston
Delivery Location City of Bristol College University Centre Weston
Faculty responsible for programme Faculty of Health and Life Sciences
Department responsible for programme Nursing and Midwifery (From Jan 2016)
Modular Scheme Title Prequalifying Programmes
Highest Award Title FdSc Health and Social Care Practice
Interim Award Titles Cert HE Health and Social Care Practice
Mode(s) of Delivery Full time
Codes UCAS: L510
Relevant QAA Subject Benchmark Statements
Foundation Degree 2010
CAP Approval Date 29 May 2013
Valid from September 2013
Valid until September 2019
Version 2
Part 2: Educational Aims of the Programme
To prepare an individual to undertake the role of an Assistant Practitioner to work with a specified range of skills in partnership with others within national, regional and local employment arenas. Programme requirements for the purposes of the Higher Education Achievement Record (HEAR) The FdSc Health and Social Care Practice draws from students’ current employment experience in a health and social care setting, enabling them to gain, develop and demonstrate the additional theoretical, practical and professional knowledge and skills required by an Assistant Practitioner; including those relating to evidence-based practice, personal and people development, and quality monitoring. Students are required to successfully complete all academic and practice modules in order to gain the award of FdSc HSCP. A qualified practice mentor in the student’s employment setting will be responsible for the assessment of practice competence within the scope of the student’s occupational role.
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Part 3: Learning Outcomes of the Programme
The award route provides opportunities for students to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
Learning Outcomes Teaching, Learning and Assessment Strategies
A Knowledge and Understanding
A Knowledge and understanding of: 1. Interprofessional communication and its
application to practice 2. Anatomy and physiology that provides a
foundation for specific practice knowledge
3. Behavioural science that underpins the scientific aspects of the undergraduate programmes
4. The political and policy context of health care
5. Ethical and legal principles that underpin practice and accountability
6. Research methods and their contribution to evidence based health and social care
7. Assessment and diagnostic skills relevant to their practice
8. The use and application of numbers 9. Study and computer skills and the use of
information technology 10. Leadership, team and organisational
structures 11. The fundamental needs of care
12. Cultural equality and diversity needs
Teaching/learning methods and strategies: A variety of learning methods will be employed that are designed to move the student towards taking responsibility for their own learning eg lectures, demonstrations, technology enhanced learning, laboratory work, seminars, small group work, self-directed study, work based and work related learning, and case load scenario discussions. Throughout the learner is encouraged to use the information provided, consider its relevance to practice and undertake independent study to supplement and consolidate what is being learnt/ taught and to broaden their individual knowledge and understanding of their chosen practice area.
Assessment: Assessment of knowledge and understanding will be undertaken by a variety of methods, including assignments, reflective diaries, presentations, examinations and poster defence.
B Intellectual Skills
B Intellectual Skills:
• Identify relevant knowledge basis appropriate to practice
• Analyse and present information in an appropriate format
• Engage in discussion and explore alternative viewpoints
• Apply theoretical knowledge to the context of community care
Teaching/learning methods and strategies: Intellectual skills are developed through practice, the use of projects, self-directed study, student led discussions, small group work, tutorials and working with experts. Completion of a portfolio will enable the student to maintain a record of their learning and develop their ability to reflect on situations and theory that have contributed to their personal and professional development in practice.
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• Demonstrate the capacity for enquiry and problem solving
• Organise and manage their own learning
• Reflect on and evaluate their own learning
Assessment: A variety of assessment methods is employed.
C Subject, Professional and Practical Skills
C Subject, Professional and Practical Skills:
• Work effectively in a team and manage work
• Ability to collaborate with a wide range of professionals
• Utilise the skills of time management
• Solve problems and prioritise by using a range of skills
• Work at an appropriate technical and occupational level
Teaching/learning methods and strategies: Practical skills will be developed through the use of demonstrations, laboratory work, practical sessions, workshops and information technology sessions and, most importantly, within the practice settings Completion of a portfolio of practice based evidence will enable students to identify skill progression
Assessment: Professional and practical skills are assessed through clinical assessment strategies and portfolios of evidence.
other attributesD Transferable Skills and
D Transferable Skills and other attributes:
• Communicate effectively, via relevant media, utilizing appropriate language and recognising diversity and individual rights
• Organise and clearly present relevant information to suit purpose, subject and audience
• Plan own work schedule, set priorities and manage time effectively
• Develop effective study skills
• Use a range of information technology packages competently and effectively
• Reflect on own practice and learning
Teaching/learning methods and strategies: These generic skills will be acquired through the range of learning methods used throughout the programme within action planning and goal setting portfolio development workshops and tutorials. These generic skills will be acquired through the range of learning methods used throughout the programme, action planning and goal setting, portfolio development and workshops. The acquisition of key transferable skills will be during specific sessions, information technology and the development of the portfolio. The investigative skills are developed in the undertaking of research tasks and other assignments.
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Assessment: Key and transferable skills form part of the clinical assessment strategies and reflective portfolio of practice. These skills are underpinned by written assignments and scenario based group work.
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Year 2 / Level 2
Extending Practice (Practice Module) 30 Credits UZTSRD-30-30
Highest Award Foundation Science Degree Health and Social Care Practice
Quality Enhancement in Practice 30 Credits UZWSRF-30-2
Evidencing Work Based Learning 15 Credits UZTSRG-15-2
Research Methods in Health and Social Care UZWSRC -15-2 15 Credits
Foundations of Assessment for Assistant Practitioners UZWSRE -15-2 15 credits
Managing Long Term Conditions UZTSRG -15-2 15 Credits
Part 4: Programme Structure
The Foundation Science Degree Health and Social Care Practice is offered as a full-time route. All students register for this route.
This structure diagram demonstrates the student journey from Entry through to Graduation for a full time student, including: Level and credit requirements Interim award requirements Module diet, including compulsory and optional modules.
Year 1 / Level 1
Foundations of Practice (Practice Module) 30 Credits UZTSLK-30-1
Interim Award Certificate Higher Education Health and Social Care Practice
Essentials of Health and Disease 30 Credits UZTSLJ-30-1
Holistic Approaches to Care UZTSLL-30-1 30 Credits
Person Centred Practice UZTSLM-30-1 30 Credits
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Part 5: Part 5: Entry Requirements
The University’s Standard Entry Requirements apply with the following additions:
• 3 GCSEs at grade C or above including English Language, Mathematics and preferably a Science, or equivalents (functional Skills level 2 is considered equivalent to English and Maths GCSE Grades A-C, for this programme).
PLUS EITHER
• Tariff points as appropriate for the year of entry (refer to the UWE website). OR
• NVQ3/BTEC or equivalent Applicants who are unable to offer the above will be assessed on an individual basis using evidence of credited and/or experiential learning. Applicants whose first language is not English must have a minimum of IELTS score of 7.0 overall with 6.5 in each section. All applicants will have current Health and Criminal Record Bureau checks in accordance with University, Faculty and programme policies.
On commencement of the programme all applicants will have an identified work-based practice mentor recognised and agreed as such by the Faculty of Health and Life Sciences.
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Part 7: Student Learning
Teaching, learning and assessment strategies to enable learning outcomes to be achieved and demonstrated
At UWE, Bristol there is a policy for a minimum average requirement of 12 hours/week contact time over the course of the full undergraduate programme. This contact time encompasses a range of face:face activities as described below. In addition a range of other learning activities will be embedded within the programme which, together with the contact time, will enable learning outcomes to be achieved and demonstrated.
On the FdSc Health and Social Care Practice teaching is a mix of scheduled, independent and placement learning.
Scheduled learning includes lectures, seminars, tutorials, project supervision, demonstration, practical classes and workshops; external visits; work based learning. Scheduled sessions may vary slightly depending on the module choices made.
Independent learning includes hours engaged with essential reading, case study preparation, assignment preparation and completion etc. These sessions constitute an average time per level as indicated in the table below. Scheduled sessions may vary slightly depending on the module choices made.
Placement learning: includes a practice placement.
Description of Distinctive Features and Support
The design of this programme has been influenced by a number of factors:
• The requirement to develop new strategies of learning for the NHS and Social Services.
• Widening participation in Higher Education.
• Promoting flexibility of educational opportunity through a Foundation degree programme.
• The requirement to provide a programme, which has specified stepping on/off points within it, which are directly related to specific roles, skill sets and competencies.
• Improve recruitment into the health and social care services.
• Offer an alternative route into BSc.(Hons) pre and post-qualifying programmes. All modules are supported by e-based and other student-centred learning methods. Most NHS Trusts provide IT resources. A qualified practitioner will be nominated as a mentor in order to monitor students’ progress, to support their learning activities and to assess competence. On commencement of the programme all applicants will be advised by their employer of any additional employer requirements to support practice competency sign-off. Students are expected to undertake additional learning activities to support and extend their learning and are encouraged to negotiate these with their mentor to meet personal learning needs. These may include demonstrations, tutorials, attendance at NHS Trust / Social Services / Hospital study days.
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Level One (Cert.HE) modules are designed to complement and build on NVQ level 3 in Care (or an equivalent). Following successful completion of Level Two of the programme Foundation Degree graduates may be designated Assistant Practitioners.
The Faculty is committed to providing an organised and consistent system of student support in relation to both academic and personal concerns. It also recognises the need to ensure that students have access to comprehensive information on the availability of resources and sources of help. This commitment is demonstrated through:-
• An induction programme for all students
• The provision of a named personal tutor
• Provision of Faculty, Programme and Module Student Handbooks
• Web site information
• Access to libraries and computer suites
• Student advisors and study skills advisors
• Student Information Points.
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Part 8 Refer Reference Points and Benchmarks
The following is a description of how the following reference points and benchmarks have been used in the design of the programme:
QAA subject benchmark statements University strategies and policies Staff research projects Employer interaction and feedback QAA and other Subject benchmark statements
• QAA Foundation Degree Qualification Benchmarks May 2010 Available from: http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Foundation-Degree-qualification-benchmark-May-2010.aspx [Accessed 19th June 2012] The QAA Foundation Degree Benchmark Statements have been used as underpinning standards for the programme and have helped to guide not only the overall programme learning outcomes, but influence the development of the modules at each level and their module learning outcomes. In addition to the QAA benchmark statements, the NHS KS and National Occupational Standards have been used to guide and influence thinking around the required modules and assessment strategy. The programme team continues to use the National occupational Standards as set by the Sector Skills Council (Skills for Health, http://www.skillsforhealth.org.uk/ ) as the external reference point for professional practice, core competencies and guidance; a significant element of the programme at both levels one and two.
• National Occupational Standards
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Skills for Health (2011) Competences/National Occupational Standards. Available from: http://www.skillsforhealth.org.uk/about-us/competences%10national-occupational-standards/ [Accessed 19th June 2012]
• NHS Knowledge and Skills Framework (NHS KSF) Department of Health (2004) The NHS Knowledge and Skills Framework. Available from: http://www.dh.gov.uk/en/Publicationsandstatistics/Publications/PublicationsPolicyAndGuidance/DH_4090843 [Accessed 19th June 2012]
• Reference points: The following publications have also been used as reference points in the development of this programme:
• Department of Health (DoH) (2000) The NHS Plan: A plan for investment, a plan for reform. London. The Stationery Office
• Department of Health (DoH) (2000) Meeting the Challenge: A Strategy for the Allied Health Professions. London. The Stationery Office
• Department of Health (DoH) (2002) Liberating the Talents. London. The Stationery Office.
• Department of Health (DoH) / Royal College of Nursing (RCN) (2003) Freedom to practise: dispelling the myths. London. The Stationery Office
• National Audit Office (NAO) (2001) Educating and training the future health professional workforce for England. London. The Stationery Office
University Strategies and Policies
• UWE Learning Teaching and Assessment Strategy This is implicit in the development of the current programme and a broad assessment strategy has been adopted to meet a range of learning styles and needs, and a range of subjects. The design of assessment and development of the assessment strategy has been completed using the QAA Code of Practice: section 6 assessment of students as a guide. (http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Code-of-practice-Section-6.aspx)
• UWE Work-based learning policy There is a significant Work based learning element in the programme as defined as part of the foundation degree benchmark statements and identified within the Foundations of Practice and Extending Practice modules. Through these modules learning occurs in the workplace and develops through standard and enhanced working practices. This WBL focus ensures that the programme meets the specific development needs of both the individual student and the employer, by increasing student confidence in the workplace, addressing work-place problems, developing increased knowledge and related performance, and the developing skills in critical reflection. The policy has highlighted the need to continue close monitoring of the work-based / practice element of the programme through the regular, established Assistant Practitioner meetings between HE, FE, and trust partners and other evaluative methods including module evaluations and student and employer feedback.
• UWE Employability Strategy
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The UWE Employability Strategy has been used as a reference point in the ongoing review and development of the programme. All FE partner colleges have supported and engaged with this strategy and the QAA Code of Practice section 8 Career Education, Information, Advice and Guidance (http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Code-of-practice-section-8.aspx) during this process. All colleges reflect and respond to UWE’s employability strategies. Students in all locations of study have access to careers advice through these locations and UWE services (including online provision and access to the Emoloyability and Enterprise Zone at Frenchay Campus) and the UWE Graduate Development Programme has been incorporated into the tutorial entitlement for the programme in all locations of delivery. The programme has been developed in partnership with regional trusts, who are the student employers, and also support the students with career education, advice and guidance pre and post programme completion. Employer Interaction and Feedback Established Assistant Practitioner meetings involving trusts, FE college partners and HE representatives have been used for a number of years to monitor, review and develop the programme. These remain in place and discussions during these meetings have influenced the ongoing development of the programme and current credit-related module changes.
This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of individual modules can be found in module specifications, available on the University’s website.
Programme Handbook 2017/18, University Centre Weston
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Marking Criteria
Can be found in each module handbook
Policies and Procedures
Policies relating to HE Students can be found on your VLE
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