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Faculty of Health and Life Sciences Department of Nursing, Midwifery &

Healthcare Practice

DipHE Paramedic Science

Student Course Handbook

2013-14

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Contents Welcome from the Course Director 4 Studying Paramedic Science at Coventry University 5 Educational Aims of the Programme 6 Programmes of Study 9 Diploma Requirements 10 Getting Help and Information 12 General Information 12 Departmental Office 13 Contacting Staff 13 Course Management 14 Help with Personal Problems 14 Help with Academic Problems 14 Help with Administrative Problems 14 Special Educational Needs 14 Student Services 15 Careers Guidance 15 Counselling Service 16 Welfare and Disabilities 16 Nursery 16 Study Skills Support 16 Spirituality and Faith 16 Finance 16 Medical Centre 17 Coventry University Library 17 Assessment 17 Handing in Coursework What Students Need to Submit When and Where Students Submit Submission of Non-Approved Late Work Deferral Returning Marked Work to Students

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Anonymous Marking 20 Requests for Remarking of Assignments 20 Class Tests 20 Assessment Criteria 20 Online Learning 22 Course/Programme Web 22 Use of Discussion Forums 22 Using ‘Facebook’ 23 Policy on Late Arrival to Classes College of Paramedics

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Other Important Information 24 Plagiarism and Cheating 24 Referencing 24 Student Representation 24 Course and Module Evaluation 26 Complaints Procedures 26

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Staff-Student Code of Practice 26 Withdrawing from the Course 26

Appendix A: Assessment Criteria Appendix B: Plagiarism Appendix C: Personal Tutorial Policy Appendix D: Teaching, Learning and Assessment Strategy Appendix E: Personal Development Planning (PDP) Appendix F: Course and Module outline for this academic year

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Welcome from the Course Director

We would like to welcome all new and returning students to the Department of Health Professions at Coventry University. We hope that the coming year is enjoyable and productive for you all. The aim of this handbook is to provide you with as much of the information as possible that you will need over the course of your studies. Whenever you have a query, the first place you should look is in this handbook. Please pay particular attention to the section entitled ‘Essential information for all students’. This outlines important University regulations that apply to all students whilst here at the University. If there is anything in this handbook that you do not understand or if you are unable to find the answer to your query, you should contact the course director (see contact details below). I wish you every success in your studies. Dan Staines Course Director Diploma Higher Education: Paramedic Science Senior Lecturer in Paramedic Science

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Studying Paramedic Science at Coventry University The DipHe in Paramedic Science at Coventry University is recognised by the Health & Care Professions Council (HCPC) and upon successful completion, will allow you to apply for state registration as a paramedic. Over the 30 weeks of your programme, the four level 5 (old level 2) modules that you will study are intended to provide you with a broad knowledge of different aspects of paramedic science. Subjects that are covered include accountability & professional issues, applied anatomy, pathophysiology, pharmacology, clinical practice placement and Paramedic related clinical skills. The course is split equally between your practice placement and the university classroom. As you progress, you will be expected to develop your skills as an independent learner. This means that you have to take responsibility for guiding your own learning and in particular managing your study time outside of class contact hours. A key feature of independent learning is the ability to identify the resources that will be useful for your studies and for your assessments. This means that you should eventually be comfortable in your ability to find, access, and utilise recent and relevant materials from a variety of sources, rather than relying on module leaders to direct your reading.

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Educational Aims of the Programme

The information in this section has been extracted from the Programme Specification which is accessible online through the Coventry University website (www.coventry.ac.uk). Aims of the Programme The overall aims of this programme of studies are to develop the existing skills of an ambulance technician or equivalent Medical Defence Personnel to that of a Paramedic to enable eligibility to apply for registration with the HCPC. The aims are centred on;

• Professional autonomy and accountability

• Professional relationships with other health care professionals, patients and carers.

• Identification and assessment of health and social care needs.

• Formulation and delivery of plans and strategies for meeting health and social

care needs.

• Critical evaluation of the impact of, or response to planned activity.

• Knowledge, understanding and skills relevant to profession specific practice. Intended Learning Outcomes

This programme satisfies the QAA Subject Benchmark statements: Paramedic Science (2004) Coventry University’s Code of Practice for Academic and Professional Skills Development, HPC Standards for Education and Training (2004) and Standards of Proficiency (2007), BPA (2008) Curriculum Framework for Ambulance Education. Knowledge and Understanding

On successful completion of the programme you should be able to demonstrate knowledge and understanding of:

- The legal and ethical boundaries of the paramedic profession - The concepts of anatomy and physiology which are relevant to paramedic

practice - The concepts of pathophysiology which are relevant to paramedic practice and

their related clinical features - The importance of research and the application of evidence-based practice - The sociological and psychological determinants of health and illness - Practicing in a non-discriminatory manner

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- The importance of effective communication and interpersonal skills which are tailored to suit the needs of the situation/service user

- The importance of informed consent, and how it is obtained - The importance of confidentiality, and how it is maintained - The establishment and maintenance of a safe practice environment

Cognitive (thinking) Skills

On successful completion of your programme you should be able to:

- Exercise a professional duty of care - Practice as an autonomous professional, exercising professional judgement - Determine appropriate action through logical reasoning and effective

approaches to problem-solving - Formulate and deliver appropriate management plans and strategies for

meeting health and social care needs - Recognise the need for effective self-management of workload and resources

and be able to practice accordingly - Understand the obligation to maintain fitness to practice, and adopt strategies

for physical and psychological self-care - Effectively evaluate research and other forms of appropriate evidence to

inform their own practice - Review practice, and adopt appropriate strategies to facilitate reflection on

practice - Understand the scope of practice of other professionals, support staff, service

users and their relatives and carers, and consider their contribution to holistic care

- Recognise the value of research and other scholarly activity in relation to the development of the profession

Practical Skills

On successful completion of the programme you should be able to:

- Draw on appropriate knowledge and skills in order to make professional judgements

- Gather appropriate information from sources of information technology, visual appraisal and effective questioning techniques

- Select and apply appropriate diagnostic and monitoring procedures - Analyse and critically evaluate the information collected from visual appraisal,

effective questioning and clinical findings - Deliver appropriate treatment, therapy or other actions safely, skilfully and in

accordance with current UK legislation, national guidelines, local policy and evidence based practice

- Monitor and review the on-going effectiveness of planned interventions/activity and modify accordingly

- Demonstrate effective and appropriate skills in communicating information, advice, instruction and professional opinion to colleagues, service users, their relatives and carers

- Comply with auditing procedures and maintain records appropriately

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- Analyse and interpret relevant health education/promotion information and use this knowledge to promote the health and well-being of patients, clients and groups

- Demonstrate the ability to recognise the limits of their own practice, referring or discharging the patient in accordance with local policies and procedures

- Participate effectively in multi-professional approaches to health care, act independently and collaboratively within a multidisciplinary and multi-agency context, generate and maintain effective interactions with relevant external agencies including other healthcare professionals, and utilise appropriate referral procedures.

Transferable Skills and your Personal Development Profile

On successful completion of the programme you should be able to: - Demonstrate the ability to learn, direct one’s own learning and accept

responsibility for learning - Demonstrate the ability to work effectively with others - Demonstrate the ability to problem solve in a variety of practical situations - Demonstrate the ability to interpret, analyse and present numerical data - Demonstrate the ability to utilise common software programmes and other

computer based IT and the ability for online learning - Communicate effectively in the appropriate manner, in a wide variety of

situations - Appreciate the contribution of research findings to clinical practice - Demonstrate self-awareness, goal setting, and recording achievements

Transferable/key skills are generally incorporated within modules and related to relevant assessments as appropriate. Self-directed learning forms an element of all modules and the necessity to work within tight deadlines is an essential requirement across the curriculum. The ability to communicate orally and in writing will be developed across the range of modules. The wide range of assessment techniques will ensure that you are given every opportunity to demonstrate your skills in these areas. While studying you will be encouraged to develop your own Personal Development Profile (PDP). More details of how you can develop your PDP are given in Appendix I. There are three central elements to PDP:

• Academic development – improving your academic performance. • Personal growth – getting the most from your time at University. • Employability and Career Planning – where do I want to go and what can I do

to make sure I get there.

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Modules within the programme

Module Code

Title CATS Level Size Status Co requisite

217PM Accountability and professional issues for paramedics

20 2 Single Mandatory none

218PM Applied anatomy, pathophysiology and pharmacology

20 2 Single Mandatory none

219PM Clinical practice from technician to paramedic

40 2 Double Mandatory none

220PM Paramedic skills development across the age spectrum

40 2 Double Mandatory none

For full module information, please access via the student forum at www.coventry.ac.uk

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Programmes of Study Full-time students normally take 120 credits each year. The University considers a 20 credit module to consist of 200 learning hours per academic year, much of which will be independent study, so it is important that you establish a study routine and “private study” time. Time management is crucial to success on this programme. Students are awarded “Advance Standing” for 120 CATS level 1 in recognition of technician qualifications/experience. The advance standing is determined via the conjoint interview process, where the professional portfolio is examined by the university representative to ensure the applicant is demonstrating professional academic updating and is able to cope with level 2 studies. To obtain the diploma in Higher Education of Paramedic Science, you will have to pass all modules and therefore have accumulated 120 credits (which added to the 120 credits for the “advance Standing”), will provide the 240 credits needed for the successful completion of the award The following pages detail the module requirements in order for you to qualify for the award. Remember that for all programmes you must also satisfy the general University requirements for the degree awards. You have four attempts to pass a module: a first attempt, a re-sit attempt, a retake of the module with attendance and a further re-sit attempt if required. Diploma HE Paramedic Science Course Requirements In order to meet the requirements for the Diploma HE Paramedic Science each student must:

- Complete the programme of study within a minimum of 30 weeks to a maximum of 5 years

- Take and pass all the modules - Meet the attendance requirements (See annexe 2)

Modules

- All modules within the programme are mandatory - The pass mark for all modules is 40% - Students who fail theory or practice modules are permitted one resit attempt. - At the discretion of the Programme Assessment Board students may be

permitted a retake of a theory module at the next offering of the module. The cost of the retake of a module shall be met by the student. Students may be interrupted from the programme until this can occur. A retake of a practice module is not normally permitted.

- The first resit opportunity is normally 6 weeks following notification of results from the Programme and Assessment Board (PAB)

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A student who fails the practice module but passes the theory modules will be offered the Certificate of Higher Education in Pre Hospital Care - this award does NOT lead to eligibility for application to the paramedic register. Eligibility for the award

In order to be eligible to apply to the Health Professions Register and the award students must pass the following modules;

- 217PM Accountability and professional issues for paramedics (20 CATS) - 218PM Applied anatomy, pathophysiology and pharmacology (20 CATS) - 219PM Clinical practice from technician to paramedic (40 CATS) - 220PM Paramedic skills development across the age spectrum (40 CATS)

Classification of the award

- The award of Diploma HE Paramedic Science comprises of 4 modules (120 CATS in total) of which a student must take and pass all modules.

- Students will only be eligible to apply to the HCPC register if they successfully complete the whole course and meet the requirements for the award of Diploma HE Paramedic Science.

- The DipHE Paramedic Science may be awarded with merit or distinction, as defined in the academic regulations

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Getting Help and Information General Information The University and the School provide a range of support mechanisms to meet the educational and pastoral needs of students. The Student Services Department provides welfare support, careers guidance, counseling, catering, residences and a chaplaincy. The Course Team can confirm that reasonable adjustments can be made to the teaching, learning, assessment and support of the course(s) to maximise accessibility to students with disabilities. The International Office deals with the specific needs of non-UK students. The Students' Union is also available to offer support to all students. Information to students about the available support systems is provided in University guides and during induction. Academic support and guidance is provided by Module Leaders and the Course Tutors. Module leaders provide specific information and support related to their modules. Course tutors provide more general support and monitor students' progress. During each academic session timetables are planned to allow students to discuss issues to be put forward at Student Forums and Programme Boards and to receive feedback. Time is also allocated to ensure that the students are able to meet with the Course Tutor to discuss day-to-day organisational issues. A range of study skills information is available to all students. Additionally, study skills support material held by the library and IT services is available to all students. The Centre for academic writing and the Maths Support Centre also offer students additional support and guidance in these areas of academic development. Messages will also be posted on Moodle Moodle, so it is important that you also check the Module and Course/Programme Webs regularly. You will be provided with a University email address and password when you enrol. Please note that the University will ONLY communicate via your University email account. It is your responsibility as a student to check it regularly, especially whilst in practice placement. Department of Nursing, Midwifery & Healthcare Practice: Admin Office The departmental office is situated in RC213 and is staffed by a Course and Department Administrator, a Senior Course Support Assistants and a Course Support Assistants. If you have any general queries (e.g. you would like to leave a message for a member of staff) you should respectfully ask in the office. There are limited opening times in the office for student enquiries so please check the notice on the door. Whilst the office staff are keen to help you they also have quite a lot of other work to complete so please be patient.

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Contacting Staff Staff will endeavour to deal promptly and efficiently with all problems or issues that you may have, whether academic or personal. For non-urgent enquiries you should make an appointment with the appropriate person (see below).

Course Team Dan Staines Course Director: Diploma HE Paramedic Science Senior Lecturer in Paramedic Science RC241 Tel: 02476 795942 e-mail: aa8318@coventry.ac.uk Pete Gregory Senior Lecturer in Paramedic Science RC242 Tel: 02476 795912 e-mail: hsx466@coventry.ac.uk Stef Cormack Senior Lecturer in Paramedic Science RC242 Tel: 02476 795912 e-mail: ab6925@coventry.ac.uk Matthew Harris Senior Lecturer in Paramedic Science RC241 Tel: 02476 795942 e-mail: ab6935@coventry.ac.uk Mike Clewes Lecturer Practitioner West Midland Ambulance Service NHS Trust Tel: 02476 795941 e-mail: ab5094@coventry.ac.uk

Course Administrator Amelia Hamson RC 213 02476 79 5961 e-mail: a8926@coventry.ac.uk

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Course Management Course directors have overall responsibility for all students on all levels of a particular degree programme. Module leaders will support you with regards to issues pertaining to that specific module of study. If you are unable to contact the Module leader, your Course Director will be able to help. Help with Personal Problems Each year you will be allocated an ‘Academic and Personal Tutor’ who should be your first point of contact if you have any problems. Even if you are not experiencing specific problems, you should maintain regular contact with your Personal Tutors (see Appendix D). Help with Academic Problems Your lecturer, workshop leader, or Module Leader, is the person whom you should approach for guidance on specific issues relating to coursework or examinations, and on matters relating to the understanding, reading, or relevance of material associated with each module, etc. Help with Administrative Problems You should approach the Course and Department Office, or specific enquiries concerning assessment regulations and administrative procedures, though your Course Director/Level Tutor will also be able to advise you. Your student representatives can also raise problems on your behalf if you prefer that method via student forums. Additional educational requirements Tutors in the Department wish to provide every student with the best conditions possible in order for them to take control of their learning experience and to maximise their opportunities to flourish educationally within an academic environment. This means making reasonable changes to provision where possible in order to remove any substantial educational hindrance caused by specific physical or psychological needs. The Equality Act 2010 requires that institutions do not, even inadvertently, place any student at a substantial disadvantage in their learning experience. Tutors wish to support this provision fully and therefore we ask that you make known to us as soon as is reasonably possible any perceived potential disadvantage that you feel you may experience in the learning and assessment processes of the Department. We recognise that some people find it is difficult to disclose the appropriate information and so we ask that you use one of several paths open in order to inform us of your needs. The sooner we are made aware the sooner and better we can provide for specific requirements.

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If you have any additional educational requirements, please take the opportunity to discuss these with your module leader, course director, academic and personal tutor, the department’s learning support tutor, the Faculty's learning support coordinator or someone from the Welfare and Disabilities Office (Student Services). Additional support is often available, and obviously this is much easier to arrange if we know of your needs early in the academic year. Student Services An important source of information and help, Students Services offices are located in the Student Centre and the Hub. More information on the range of services available can be found at in the ‘current students’ section of the Student Portal. Counseling Service The Counselling Service offers support for students who feel that life is getting on top of them, for whatever reason. There may be many different reasons why you feel that coping has become difficult - but whatever the cause of your problem, the Counselling Service will help you look for a way forward. They are a team of professionally trained counsellors, male and female, available to work with students all year round, Monday – Friday. They are located in the health and wellbeing section of the Hub (please see the student portal for more details or email: counsell.ss@coventry.ac.uk). Welfare and Disabilities Support for welfare and disabilities including the co-ordination for the day-to-day support of students with disabilities and strategic planning within the University is located within the CU living section in the Hub. Please see the Student Portal for further information.

Nursery The University nursery is located in the Alma Building and accommodate up to 60 children at any one time. Further information can be found from the Student Portal . The Nursery Manager can be contacted on 024 7688 7305 or nursery.ss@coventry.ac.uk

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Study Skills Support The Study Skills section of the Student Portal provides useful information for all students on all aspects of study skills and available resources. This site will be particularly useful for students who are, or think they may be, dyslexic. There are also links to study skills support material from the ‘resources’ sections on many of your Moodle Moodle module sites. Spirituality and Faith Centre The CU living section in the Hub also includes the spirituality and faith centre. See Student Portal for details. Medical Centre Contact Details The Hub, Priory Street, Coventry, CV1 5FB. Tel: 024 7765 8333 Engleton House Surgery, 2 Villa Road, Radford, Coventry, CV6 3HZ. Tel: 024 7659 2012. Coventry University Library The Lanchester Library building was opened in September 2000. The services from the Lanchester Library have been designed to help make the most of your time at the University. Opening hours and further information can be found on the Student portal, see following link: https://students.coventry.ac.uk/Library/Pages/Home.aspx Health and Safety If you need information about who the first aiders are for a building or how to access buildings out of hours please refer tot he following link where full information can be obtained: https://students.coventry.ac.uk/HLS/Pages/Facilities.aspx

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Assessment Coursework is an important part of your assessment and will contribute to degree classification. Punctual submission of work is essential and you will be given a precise deadline date for each piece of coursework. The deadlines for all pieces of assessment are listed on your ‘My Assessment’ Page at the following: https://webapp.coventry.ac.uk/Nova/Students/CourseworkSubmission/MyAssessments.aspx Handing in coursework 1) What Students Need to Submit 1.1) Please see individual module guides for detailed guidelines on coursework submission. Usual practice is to submit copies of your work through either the Assignment Handling Office and Turnitin, however, there may be exceptions to this e.g. some modules will require online only submissions. Students will need to print off a pre-printed coversheet form the ‘My Assessments’ page to submit individual work. Sometimes the University front sheet can become separated from the rest of your assignment. So that your work can be identified if this happens you should put your student identity number of each page of your assignment (either at the top or the bottom of the page). Please make sure that you do this. If you do not and the front sheet becomes detached for some reason it may be impossible to identify your work. This would result in you not receiving a mark. 2) When and Where Students Submit Their Work 2.1) The AHO will normally accept assignments up to two weeks prior to the advertised submission deadline (though non-authorised late submissions will receive a mark of 0%). 2.2) The AHO is open from 08.30am to 4.00 each week day (Monday to Friday only) for the handing in of work by students. 2.3) Academic staff will not accept work directly from students. Even outside of AHO opening hours students must submit their work to the AHO. 2.4) Outside normal opening times students can submit their assignments to the AHO via the AHO post-box. However, work submitted via the post-box will be date stamped for the next working day and not the previous day as it is after the 4pm deadline.

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2.5) Students unable to submit their work in person may post it (i.e. via the Royal Mail) to the AHO. Students posting assignments to the AHO must include a pre-printed coversheet with their work. The AHO postal address is: Coventry University Assignment Handling Office Richard Crossman Building Jordan Well Coventry CV1 5FB Assignments submitted by post will be stamped with the date of receipt by the AHO as the hand-in date, not the date of sending. It is your responsibility to ensure you post your work in sufficient time to be received by the AHO office. It is also NOT acceptable to email in your work to the AHO office, under any circumstances. 3) Submission of Non-Approved Late Work, i.e. where a student does not have an extension 3.1) AHO staff will continue to receive work after the advertised submission date (though non-authorised late submissions will receive a mark of 0%). 4) Submission of Approved Late Work, i.e. where a student has an extension 4.1) Where a student feels they are unable to complete their assessment on time, they can apply for an extension IN ADVANCE of the submission date. Please see the Student Guidance on Extenuating Circumstances as follows: https://students.coventry.ac.uk/Registry/Pages/Home.aspx 4.2) If students are not granted an extension and hand in work late the work will receive a mark of 0% even if it is only one day late. 5) Deferral 5.1) When a student wishes to defer their submission, they must complete a deferral request form, In ADVANCE of the deadline. Please see the Student Guidance on Extenuating Circumstances as follows: https://students.coventry.ac.uk/Registry/Pages/Home.aspx

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6) Returning Marked Work to Students by the AHO 6.1) Students should normally expect to be able to collect their marked work as follows: Coursework return times All coursework should be returned to students within 3 weeks. However, occasionally, due to unforeseen circumstances there may be a slight delay. You will be notified of this by the Module Leader. 6.2) As soon as students’ work is ready to be returned to them, they will be notified via the blue board adjacent to the AHO and via the plasma screen in AHO 6.3) Students wishing to collect their assignments from the AHO must normally present in person with their University ID cards. In order to preserve confidentiality students are asked to wait a short distance behind the student collecting at the counter until they are called forward.. 6.4) Assignments not collected by students after four weeks following the advertised return date will be stored for a period of 3 months in AHO archives – after this period the work will be confidentially destroyed by the Faculty. This includes portfolios and dissertations. Anonymous marking At Coventry all examination papers are marked anonymously. This is achieved by the student folding over an adhesive section of the front page of each examination answer booklet at the end of the examination. This procedure hides the student’s name and identification number whilst marking takes place. Module leaders only expose the student’s identification at the point where all marking and moderation is complete and marks are required to be entered into the database. Requests for re-marking of assignments No requests for re-marking of coursework will be considered.. University policy is that academic judgement may not in itself be questioned or overturned. You are of course still encouraged to discuss coursework feedback with your marking tutors and, if necessary, seek clarification on how you can use this to improve your work. However this discussion will not be undertaken with a view to altering the mark already awarded.

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If you do feel that you have evidence that an assessment has been conducted unfairly you should follow the guidance in Appendix 2 of the Academic Regulations available from the student portal, as follows: https://students.coventry.ac.uk/Registry/Pages/Home.aspx Class Tests While some coursework will take the form of research reports or essays, there may also be class tests (sometimes called phase tests), which, although possibly having a similar format to an examination, are considered by the University to be 'coursework'. It is very important that you note the date and time of these class tests) and that you ensure that you are available. You should NOT book any travel arrangements until your results have bee formally released to you and you know whether you need to be in Coventry or not to resubmit work, phase test or attend examinations.

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Assessment Criteria In order to ensure equity in student assessment the Faculty of Health and Life Sciences employ a number of generic marking schemes that are used by all staff marking essays. Your module leader will inform you if there are any additional criteria for a particular piece of assessment or, for non-traditional assessments, whether a different marking scheme will apply. HLS generic Under-Graduate (UG) marking criteria

Online Learning Moodle provides the University's online learning environment. Every module within the University has a 'study web' associated with it. To gain access to your Moodle sites you will need a username and password. You obtain your username immediately upon enrolment. Access to Moodle is then available 24 hours after enrolling. These study webs provide a wide range of resources and facilities. For instance, some lecturers make their lecture slides available prior to lectures so that you can print them out in advance of the lecture. Others provide a range of information that will be useful to your study, e.g. web links, additional information, coursework advice etc. You can also email the module leader and other students studying the module, and also take part in debates with other students on the discussion forum. This is also the place where important announcements and notices are posted by the module leader. For some modules, class tests are run on Moodle, while others also provide multiple-choice tests for you to assess yourselves. All in all, the module webs are a vital learning resource and it is essential that you incorporate Moodle into your learning

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routine and check the study webs at regular intervals. Please note, however, that just as different teachers have different styles, module leaders will use Moodle in different ways. Module leaders will tell you which facilities and resources are 'active' on Moodle for particular modules. Moodle is designed to enhance your learning and for most modules (with the exception of some distance learning modules) the information provided is developed to be used in addition to attendance at lectures, seminars and workshops it is not a replacement for attending lectures, seminars or workshops. Information provided for distance learning modules is designed in a different way to that provided for modules with classes that you are expected to attend. So only using Moodle for modules that have lectures and classes (i.e. not attending classes) will provide only a fraction of the information you need and will limit your understanding of the module content. Course/Programme Web As well as having webs associated with every module, each degree programme also has a programme web (Students on joint/combination degrees will have access to programmes webs in each of their subject areas). The programme web is listed along with your module webs on your Moodle page. Your programme web is particularly important, as this is a facility for every student who is studying paramedic science, regardless of what specific modules they are studying. The programme web gives you access to all sorts of documentation: student handbooks, help with writing reports and essays, copies of past level three projects, study skills advice and lots more. General announcements, relevant to all students, are posted on the Programme Web. Use of Discussion forums The Moodle discussion forums provide a valuable resource for you to communicate ideas with others and engage in academic discussion. However it is important to remember that these are open forums (at least open to others taking the module or course) and use of them must be appropriate. As these are academic forums, it is important that you write in normal, proper English, i.e. that you do not write in a style more commonly associated with text messaging. In addition, you should use a reasonably formal style of writing in your postings. If you have a complaint or problem, please think very carefully about how you discuss/raise this and remember that other students and staff are likely to respond more positively, if the problem/complaint is aired sensitively and for example, that you make requests, rather than demands. The University Code of Conduct for Use of ICT Facilities must be adhered to and is available at: https://students.coventry.ac.uk/IT/Pages/Home.aspx

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This includes the need for users to ‘respect the rights of others and conduct themselves in a manner that does not interfere with or cause offence to others and not engage in any activity which denies reasonable services to others or wastes staff effort in dealing with the consequences’ and to ‘ensure that opinions and views expressed electronically do not discredit their subjects in any way which could damage their reputation’. It is not acceptable to use the Moodle forums as a venue to attack or defame staff or students. There are appropriate means by which to raise issues with a module (via the module leader, course directors, student representatives and Student Forums). Staff in the Department of Nursing, Midwifery and Healthcare Practice therefore reserve the right to delete, without warning or permission, entries that are considered offensive or inappropriate. Using ‘Facebook’ It is recognised within the Faculty and the Department that friendly relations between staff and students are important to an harmonious and constructive learning environment. The integrity of assessment, however, is paramount in an academic institution and staff must be objective and fair and seen to be so. Therefore, it is Faculty policy that staff should not respond to invitations to join social networking sites as friends. Late Arrival to Classes FACULTY OF HEALTH AND LIFE SCIENCES Policy on Late Arrival of Students at Lectures/Classes In the Faculty of Health and Life Sciences we offer high quality courses for well qualified students with the overall aim of producing graduates with a level of skills, competence and knowledge to equip them to find appropriate employment. We expect our students to behave maturely and professionally within the classroom, laboratory or lecture theatre, and appropriate conduct (e.g. switching off mobiles) in relation to class attendance is part of that expectation. Our lectures begin on the hour and finish at ten to the hour (e.g. 9:00-9:50am), but some classes begin at 9:30 by prior arrangement, and some classes may last for more than one hour. We would expect students to arrive promptly, but are mindful that there may be some anticipated delays caused, for instance, by occasional travel disruption. In these instances we will allow students to arrive up to 10 minutes late, on the understanding that they will ensure they cause minimum disruption to fellow students and the member of staff. On courses where attendance is mandatory a record will be kept of persistent late arrivals. If students arrive at the lecture theatre, laboratory or classroom more than 10 minutes after the start of the lecture they should not expect to be admitted (and should not knock on the door or simply walk in). If there is a natural break provided by the

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lecturer during the session they may be able to join the class at that time with the lecturer’s permission. College of Paramedics We strongly encourage all students to consider joining The College of Paramedics (CoP). Other Important Information Plagiarism and Cheating Please see the Student handbook and also the General Regulations, Appendix 1 at the following link: http://wwwm.coventry.ac.uk/Registry/Regulations/Pages/AcademicandGeneralRegulations.aspx. Referencing Coventry University have adopted the Harvard Referencing System as the standard format for citations and references. There is a Centre for Academic Writing (located next to the library, also see the links on Moodle) which can provide detailed support on the Harvard System. There is also a useful reference guide on the Harvard Style that we advise you to download and keep. This can be found at: https://students.coventry.ac.uk/Library/Pages/Home.aspx Student Union Representation Student representation is an important element of academic life and is central to University quality procedures. You will receive information regarding this and how to become a student representative during your Induction Programme. Your views are extremely important in contributing to the running and future shape of your course. There are several levels of student representation within the Faculty: Students’ Union Faculty Chair The Faculty Chair represents all students within the Faculty, it is their responsibility to support all other Student Reps and liaise with staff and the Students’ Union. This individual is usually elected by students within the Faculty through the Executive Elections, which are held around Easter each year by the Students’ Union.

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Your Faculty Chair this year is Diane Avram and can be contacted through the student forum pages on Coventry University website.

Course Reps

Course Reps are nominated by fellow students at the start of the first term and the period of office is for the academic year. Course Reps represent the views of their course mates at Student Forums and feedback relevant information to them after the meetings. Being a Course Rep is a great position to start off in and there are an unlimited amount of Course Rep positions.

Senior Course Reps Senior Course Rep places are limited, but you can go straight in at this level if there is a vacancy in your area. Senior Course Reps receive comprehensive training and are responsible for the coordination of their own Student Forum and take on the role as either Chair of Minute Taker of the Forum. They also attend a number of other University meetings and work closely with Course Reps, University staff and the Students’ Union. Senior Course Reps receive a bursary of £100 and also have the opportunity to progress to Deputy Faculty Chair. Deputy Faculty Chairs One Deputy Faculty Chair is elected out of the Senior Course Reps for every department within a Faculty during term one. Deputy Faculty Chairs retain all the same responsibilities as Senior Course Reps but also act as the main point of contact for staff in the department and attend Faculty level meetings. It is also their responsibility to support the Faculty Chair and act as a communication link between the Senior Reps and the Faculty Chair. This position would be an excellent opportunity for Reps who want to get more involved at Faculty level and those who are considering standing for a Faculty Chair or Sabbatical Officer positions in the future. Deputy Faculty Chairs are rewarded with a bursary of £125 for completion of their duties. Faculty Councillors There are five Faculty Councillor positions available. These will be open for any Rep to stand for at the Reps Welcome Meeting in October. Becoming a Faculty Councillor will give you a seat on Student Council, the highest decision making body of the Student Union where all key decisions are made. This is an excellent opportunity to ensure the views and opinions of the Faculty are represented and also to get more involved with the Student Union. Reps attend a variety of meetings:

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Student Forums Student Forums are chaired by Senior Course Reps and are attended by Course Reps and University staff. The meetings are an official forum for reps to give feedback and raise issues regarding their course with staff. Five Student Forums are held per year, two in the first and second term and one in the third term. The minutes from these meetings are then reviewed at the Board of Study. Board of Study Boards of Study are a University meeting attended by departmental staff, Senior Course Reps and the Deputy Faculty Chair. Each Board of Study is responsible for the effective delivery, evaluation and revision of modules, courses and the students’ programmes of studies. Boards of Study report to Faculty Boards. Faculty Board Faculty Board meets once a term and is the most senior committee of the Faculty. This meeting is attended by Faculty senior management, the Faculty Chair and all Deputy Faculty Chairs. Faculty Board reports to the Academic Board of the University which is attended by members of the Students’ Union Sabbatical Officers. If you have any queries about the rep system please contact Adrien Lennon, the Student Representation Co-ordinator, on reps.su@coventry.ac.uk For more information or to apply to become a rep please visit: www.cusu.org/reps

Course and Module Evaluation The Faculty welcomes your constructive comments on course and module evaluations conducted during the year. These are used to review and plan for future delivery of the course or modules and form an important part of our annual quality monitoring cycle. We would ask that you give appropriate attention and engagement to these when asked to provide them. Remember that you are being asked to evaluate the course or module as a whole, and we would ask you to think carefully about whether or not your comments are constructive, objective and fair to the course or module across the whole period that you are assessing. Evaluations should also be respectful as well as constructive: personal attacks or abusive language are neither respectful nor useful in future planning to improve your learning experience.

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Complaints Procedures You will find within the University’s General Regulations the procedure for lodging complaints. Before submitting an official complaint you should attempt to resolve any difficulties by approaching the Course Director, or by asking your student representative to raise the matter at a the Student Forum. Staff-student Code of Practice To maintain the high quality of the Faculties courses, and to ensure that all parties involved are clear about commitment and expectations, we expect staff and students to adhere to the following Code of Practice. Students can expect staff to:

• provide clear and comprehensive Module Guides and Course Handbooks. • adhere to the module timetable (other than in exceptional circumstances). • provide high-quality, focused and research-based teaching. • provide relevant supporting materials. • provide guidance on additional reading. • provide opportunities for active learning. • mark and return assignments within an agreed time limit. • be responsive to student feedback. • be available for consultation during advertised office hours. • provide full information on changes to deadlines and other important

events as far in advance as possible.

Staff can expect students to: • read Module Guides and the Course Handbook. • be familiar with guidance on course requirements. • avoid plagiarism/self plagarism. • attend all timetabled sessions. • take responsibility for their own learning. • read and engage with materials provided. • independently engage in pre-class and follow-up reading and activities

where specified. • respect assignment submission deadlines. • provide early notification of any difficulties. • ensure that all classes are free from unnecessary interruption. • consult staff during office hours, but otherwise by appointment only. • make appropriate use available learning support resources including the

Library, Moodle and computer software. • keep up to date with the latest information provided about their course and

modules, especially via Moodle and notice boards.

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Should you have any difficulties with or concerns about a module you should first discuss these with the Module Leader, and if necessary your Level Tutor, or Course Director. Over the past few years, students have regularly raised the issue of anti-social behaviour in classes, and in particular the disruption caused by students talking and using mobile phones during lectures and workshops. So that all classes are free from unnecessary interruption, please ensure that you switch off your mobile phone before each session and that you do not distract students and staff by talking at inappropriate points during classes. Withdrawing from the Course If you wish to withdraw from a course then please refer to the Student Handbook for advice and guidance or alternatively you can access information as follows: https://students.coventry.ac.uk/Registry/Pages/Home.aspx. West Midland Ambulance Service: Sharing of Information 'As an employee of West Midlands Ambulance Foundation Trust you have agreed that information related to progression, classroom performance, attendance and any other matters related to your ability as a student or a prospective paramedic can be disclosed to your employer. In accordance with this, your employer will be formally advised regarding progression after each exam board and will also be advised of any concerns regarding both attendance which trigger the university monitoring processes and/or any concerns related to your conduct in the classroom'. In addition all offences should be declared for the protection of the patient.

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Appendix A: Assessment criteria Assessment criteria for essays Essays are assessed on four major criteria. Aspects of these factors are of course often more important than others but each piece of work can be considered on all four factors. Where a piece comes in high on all four, as described for a specific mark band, the piece of work will therefore be at the top end of that band. Answer: The extent to which the answer effectively addresses the question or issue,

including adherence to guidelines on length. Coherence: The extent to which each statement follows from previous statements. The

extent to which the structure overall is coherent. Argument: The extent to which there is a convincing line of argument running

throughout the work. Evidence: The extent to which claims are supported by relevant and appropriate

published research evidence and/or theoretical argument.

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Below are given typical profiles for each band of work. Where the category criteria in a band are well met this would tend to indicate the highest mark if not elevation to the band above. Where there are several descriptive statements for one category (especially for the Fail categories), the statements describe different sorts of work characteristics which would meet the category criterion. All statements need not apply. Where several negative statements do apply, this would tend to lower the work down to the bottom of the mark band if not into the band below. (First Excellent 72% +) ! A first class answer will be exceptionally good, given a typical undergraduate

experience, with the better answers excelling on the criteria listed below. Answer: Answers question fully and explicitly, particularly, where relevant, in the

areas requiring greater analysis, synthesis and evaluation. Coherence: (Almost) the entire work is clearly linked and structured yet is succinct Argument: Has a non-derivative line of argument that is clear and convincing. Evidence: Gives thorough and extensive evidential support and/or extensive critical

knowledge of theoretical position(s). To obtain a mark of 85%, 90% or 95% work would, in addition to these criteria, need to: ! Be of near publishable quality ! Be innovative by:

! containing original insights and/or

! making unusual but valid observations and/or

! including creative, valid suggestions for further research and/or theory and/or

! showing evidence of discovery and understanding of latest research and/or

! other outstanding relevant merits The more that ‘and’ rather than ‘or’ predominates then the higher the mark.

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Upper second class (62% – 68%) Upper second answers are clearly very competent. A typical answer would meet the following criteria: Answer: A substantial attempt to answer the question with, where relevant, adequate

emphasis on the more analytical components. Coherence: Relationships between statements and sections are generally easy to follow. Argument: Has a clear line of argument. Evidence: The need for evidence and/or published theory is clearly recognised. Most

important claims are supported by such relevant and clearly identified evidence.

Lower second (52% - 58%) Lower second answers are at least basically competent in the area of the topic set. A typical answer would meet the following criteria: Answer: An answer which sometimes deviates from the question set and or one which

uses relevant material ineffectively. Coherence: Relationships between statements and sections are sometimes hard to follow.

The naïve reader would find difficulty in appreciating the flow or sometimes the point of the material.

Argument: The line of argument, though discernible, is unconvincing. Evidence: Provision of supporting evidence and/or published theory is intermittent or

spasmodic. The need to support all claims may appear to be not fully recognised.

Third class (42% - 48%) Third class answers demonstrate some relevant knowledge and understanding in the topic area but have the following weaknesses: Answer: Does not fully answer the question or address the topic. Relevant material

may be poorly presented or irrelevant material, in the general topic area, might be accurately presented.

Coherence: Relationships between statements and sections are difficult to recognise. Material may be list like. A basic structure or flow is hard to discern even for the reader conversant with the topic area.

Argument: The line of argument is unconvincing and minimal. Evidence: Use of evidence is weak and/or inappropriate much of the time.

Understanding of theoretical issues is weak, basic and/or often inaccurate.

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Fail (0% - 38%) Failing answers are, by definition, extremely weak and seriously inadequate in all the criteria already listed. Answer: Fails to answer the question or to address the topic directly. Relevant material

may be very poorly presented. Irrelevant material may be included but at a basic level or with omissions/inaccuracies. Good work on an unrelated but paramedic topic within the relevant module area.

Coherence: There may be few clear links between statements or sections if any and the whole work may be divided into discrete listed items.

Argument: There may be little argument or a line which is illogical and/or completely unconvincing.

Evidence: Minimal reference is made to supportive evidence and/or theory. General guidelines: Each section is initially placed within the most appropriate criteria. If the section scores positively on a large majority of the items, it goes to the upper end or possibly into the next band above. Similarly, if it scores negatively on a large number of items, it is at the lower end, if not in the band below. Sections and reports in general are rarely perfect and perfection is not a requirement for full marks. Minor imperfections can be ignored. Examples of marked sections are available. PLEASE NOTE THAT THE FINAL MARKING SCALE IS NOT AT INTERVAL LEVEL. THE FINAL MARK IS CONSISTENT WITH THE UNIVERSITY'S OVERALL MARK RANGE.

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Appendix B: Plagiarism This appendix provides further information regarding plagiarism with some specific examples. You should read this information in conjunction with other sources of information on plagiarism and cheating (e.g. the student handbook). Under the General Regulations set by the University, 'students are required to abide by all University policies, regulations, procedures and codes of practice' (General Regulations Item 1). Appendix 1 to the General Regulations includes plagiarism under the heading of Cheating (Item 4). Cheating in relation to assessed coursework is defined as any attempt to gain an unfair advantage in an assessment, and includes plagiarism. Plagiarism is the act of using other people's words as if they were your own. In order to make clear to readers the distinction between your words and the words of others, thus avoiding the charge of plagiarism, it is essential that you reference your work accurately. It is the duty of all students to observe high personal standards of academic honesty in their studies in order to protect the integrity of the assessment process and maintain the good reputation of the University's awards. A proven case of plagiarism will therefore be dealt with most severely. Avoiding Plagiarism Plagiarism occurs when a writer uses someone else's words or ideas without proper acknowledgement. It is a form of cheating and is treated very seriously because all students are made aware of what constitutes plagiarism and therefore unintentional or accidental plagiarism is simply not possible. The following examples should make clear the difference between acceptable and unacceptable use of sources, but if in any doubt you should cite the source of your information and/or use an acknowledged quote. The examples are provided to illustrate basic principles rather than a specific referencing format. For referencing follow the CU Harvard guide. Examples of correct attribution and plagiarism The original text: It has been known for some time that parents use short, simple, well-formed, repetitive sentences and phrases when speaking to their children (Brown and Bellugi, 1964). Their speech does not contain the kind of faults that supposedly characterise adult speech. In a comprehensive review of the literature, de Villiers and de Villiers (1978) found that adults' speech to children is characterised by clear pronunciation, exaggerated intonations, and careful distinctions between similar-sounding phonemes, relatively few abstract words and function words, and a tendency to isolate constituents that undoubtedly enables young children to recognise them as units of speech. In addition, most speech is in the present tense and refers to tangible objects that the child can see. (Carlson, 1984, p. 478)

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Acceptable usage 1. In reviewing the literature, Carlson (1984) concludes that, when talking to

their children, parents simplify their syntax and emphasise the prosodic content of their speech.

2. People speak more simply and clearly when talking to children (see Carlson, 1984, for a review).

3. Carlson (1984) cites de Villiers and de Villiers' (1978) claim that "adults' speech to children is characterised by clear pronunciation, exaggerated intonations, and careful distinctions between similar-sounding phonemes, relatively few abstract words and function words, and a tendency to isolate constituents that undoubtedly enables young children to recognise them as units of speech." (p.98).

4. To summarise de Villiers and de Villiers (1978, as described by Carlson, 1984) adults' speech to children uses clear pronunciation, exaggerated intonation, makes

distinctions between similar phonemes, and tends to isolate constituents that facilitate the recognition of speech units.

Unacceptable usage 1. Adults' speech to children uses clear pronunciation, exaggerated intonation, makes

careful distinctions between similar phonemes, and tends to emphasise components that ease the recognition of speech units. This is unacceptable because it does not acknowledge any source, and would not be remedied by simply adding a reference to Carlson (1984) since this would imply that this is Carlson's work rather than that of others.

2. Brown and Bellugi (1964) found that parents use short, simple, well-formed, repetitive sentences and phrases when speaking to their children. De Villiers and de Villiers (1978) further report clear pronunciation, exaggerated intonations, and careful distinctions between similar-sounding phonemes, relatively few abstract words and function words, and a tendency to isolate constituents that undoubtedly enables young children to recognise them as units of speech. Also, most speech is in the present tense and refers to objects that the child can see. This is unacceptable because it represents the relevant papers as though they had been read, whilst the phrasing is clearly based closely upon Carlson's summary.

(with acknowledgement of examples of plagiarism produced by Birmingham University, 1999) To avoid plagiarism follow these principles: 1. Place anything you copy exactly from a source within quotation marks and identify

the source with the author's name, the date of publication, and the page number.

2. Indicate the source of any idea or information that you have taken from another writer that is not common knowledge, i.e. cite all your sources, even when you have restated the idea in your own words.

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3. When taking notes from textbooks always place quotation marks around all material you copy verbatim (and the page number). Do not assume you will always remember which passages are exact replications and which are your own summaries.

4. Try to keep photocopies of the originals so that you cannot make the mistake of plagiarism, and you always have a record of the source.

5. Read carefully any material you wish to paraphrase, then close the book and write a summary of the material (see Version C). Check the accuracy subsequently but also check that what you have written is not too close to the source.

6. Avoid extensive use of quotations except when they provide a particularly good illustration of a point being made, or they are controversial and so you want the reader to know that there is no misinterpretation on your part.

Plagiarism within practical reports Plagiarism can also occur within practical reports or projects when data are fabricated, i.e. data are included which have not been collected by the writer, or is taken from a bank of data but the source of this data has not been acknowledged. Fabrication of data claims credit which is not due, but also seriously undermines the communal values of empirical science. To avoid plagiarism in practical reports or projects always keep an accurate record of data collection with dates. This raw data can then be produced to verify that they were collected in an acceptable way. Working collaboratively Whilst it is good practice to work with your fellow students and to discuss academic issues you must remember that you have to submit individual work for assessment and therefore you must not copy material from a fellow student and imply that this is your own work. Markers will easily identify work which is very similar and may call you in to discover who was the genuine author and generator of the ideas contained within the assignment.

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Appendix C: Teaching, learning and assessment strategy A range of teaching, learning, and assessment strategies are utilised to develop student skills as identified in their learning objectives. Students obtain knowledge through lectures, lecture related resource materials, directed reading and through independent research activity. Their knowledge is assessed through methods intended to test in the most appropriate form the learning objectives defined as appropriate for the module level. These are mainly multiple choice tests, oral presentations, essays, practical reports and examinations. Stage 2 and 3 students are expected to demonstrate a greater depth of knowledge in specialist areas, and may need to produce critical reviews of primary sources. Students develop critical and evaluative skills through a structured series of seminars, workshops and independent learning activities, some of these making use of developments in computer assisted learning. Students have the opportunity to develop critical awareness through small group discussions following engagement with primary materials. Stage 2 and 3 students develop analytical approaches to specific areas through their engagement, in small groups, with primary materials and specialist techniques. Students develop empirical research skills through practical experience in research methods workshops. These workshops are activity based, involving designing studies, collection of data, and data analysis. Much of the work is done in small groups with supervisory guidance from a tutor, and may involve specialist equipment as well as computer generated exercises. Through structured problem-solving exercises, students practice skills of data collection, synthesis, analysis, interpretation and scientific report writing. Research knowledge and skills are assessed mainly through practical reports and multiple-choice tests. At Levels 2 and 3 students conduct, in an increasingly independent context, research projects that expand in both breadth and depth their competencies with regard to research problem solving and investigative methods.

Appendix D: Health and Safety Information

- To access HLS buildings You will normally be able to gain card access from 0800h to 2100h, Monday to Friday. These hours are normally reduced to 0900h to 1700h during vacations The buildings are closed during weekends, vacations and bank holidays There are open access computer labs available across the campus – refer to ITS Services for information

- Health and Safety & Our Commitment to You Under the requirements of the Health and Safety at Work Act 1974, the University has a duty to ensure, so far as reasonably practicable, the health, safety and welfare of all persons affected by its undertaking. The University is very committed to fulfilling these duties. Coventry University undertakes to provide: Safe access to and from all buildings owned or controlled by itself Safe study areas Equipment, furnishings and fittings which are safe for the purpose provided Any necessary information, instruction and training, where relevant.

- Health and Safety Your Responsibility Students are expected to: Act in a responsible and sensible manner to ensure their own safety and that of other persons who may be affected by their actions Co-operate with the University by complying with any policies or procedures implemented in the interests of health and safety Not to interfere with, or misuse, anything provided for health and safety Report any conditions or faults considered to be a hazard

- Health and Safety Issues Any issues that you may have regarding health and safety at the University may be raised in the following ways: With your tutor At your Student Forum At the Student Union Advice Centre, The Hub With the University‟s Health & Safety Officer (in the Estates Department, Alma building)

- Fire Alarm All fire alarms in the University are tested between 0830 and 1000 every Friday morning and will sound for some 5-10 seconds. If the alarm sounds at any other time, or if it continues to sound at this time on a Friday then: EVACUATE THE BUILDING

- Emergency Evacuation If you discover a fire: Sound the alarm by breaking the glass of a call point (red box). These can be found at entrances and on all landings. Leave the building by your nearest exit and report to the assembly area. Inform a member of staff or a Protection Officer of your actions. If the alarm sounds: Leave the building by the nearest exit Do not congregate at the entrances but move to the assembly area:

- Charles Ward building: paved area between CW and swimming pool - James Starley building: area between The Hub and the George Eliot building - Richard Crossman building: grassed area in front of Sir John Laing building

If you are aware of the reason for the alarm, inform a member of staff or a Protection Officer, at the assembly point

Do not return to the building until authorised to do so. When the fire alarm sounds, all electronic locks within the building & for all exit doors should release automatically. If they do not do so, break the glass in the green Emergency Door Release boxes beside the door & the lock will be released If you do have to break the glass in any of these boxes, please inform a Protection Officer so that it can be replaced immediately. Disabled Persons: If you can use the stairs slowly, wait for the main body of people to pass then make your way down the stairs If you can‟t use the stairs, wait in a Refuge area (any floor within the stair wells – after they have cleared). Make sure that someone knows your location to report it to a Protection Officer

- First Aid Any student needing first aid treatment should: Report to Reception or their departmental office - and a first aider will be called, OR Report to a technician (if in a laboratory) who will call a first aider, OR Contact a first aider if known. Lists are displayed in each building by stairs and lifts, OR Contact a Protection Officer – Tel: 7363 (internal) 02476 887363 (external)

- Accidents All accidents should be reported on the University Accident Report Form, available from departmental offices or first aiders

- Emergencies In an emergency, contact the Protection Service on: 5555 (internal) 02476 888555 (external)

- Doctors All students not living at home should register with a doctor as soon as possible and not wait until they are ill. The University‟s Medical Centre is in The Hub Telephone 024 7655 1725. NHS Walk-in Centre, Stoney Stanton Road, open 0800-2200 Monday to Sunday (including Bank Holidays) Tel: 0300 200 0060 NHS Direct, 24 hour advice line 0845 4647 or www.nhsdirect.nhs.uk

- Smoking It is against the law to smoke in University buildings This includes the immediate vicinity of doorways, windows or other areas where smoke may cause a nuisance or discomfort to others

- Take Care of Your Environment

Please remove all litter from rooms at the end of each session and dispose of it in the waste bins provided Please be especially careful with chewing gum (wrap it and bin it) Damage to property such as graffiti on desks and walls will result in disciplinary procedures

- Faculty Facilities and Health and Safety Issues If you have any concerns to raise, please contact Anne MacMahon, Faculty Facilities Manager, ext 5829 (024 7679 5829) email a.macmahon@coventry.ac.uk Alternatively contact HLS main reception ext 5800 (024 7679 5800), OR your Department office.

Appendix E: Personal Development Planning (PDP) What is PDP? Personal development planning is, according to the Quality Assurance Agency for Higher Education: “… a structured and supported process undertaken by an individual to reflect upon their own learning, performance and / or achievement and to plan for their personal, educational and career development.' Why would I need it? Employers and course directors often claim that students don’t make the most of themselves when applying for posts or courses. When you leave Coventry University we want you to have the best chance possible of furthering your career in the way that you want to. Hence, during your course, we will offer opportunities for you to check how you are progressing and to plan your future development so that you leave us with the best possible opportunity of getting somewhere you would like to be. PDP is not limited just to your academic development. There are three central elements to PDP:

• Academic development – improving your academic performance • Personal growth – getting the most from your time at University • Employability and Career Planning – where do I want to go and what can I do

to make sure I get there? How do I do it? A key word in the definition of PDP above is ‘reflect’. Many of your modules will provide you with employability skills. However, what PDP concentrates upon is your ability to reflect upon what you are learning, how you are learning and what you can do to improve your learning experience. Eventually PDP should also result in you being able to reflect on your own strengths and weaknesses and to prepare the best possible evidence to employers that you are the person they want. Evidence? Your degree will obviously be good evidence of academic ability but what will you be able to demonstrate to employers in terms of interpersonal skills, organising skills, team playing and so on? These will certainly be on the potential employer’s checklist. PDP should be an opportunity for you to list these skills, reflect on where you might need further development and to set an action plan to go about acquiring them. You might, for example, decide to become a student mentor or an ambassador at open days, or to get voluntary work experience, in order to demonstrate some of these experiences and abilities.

One resource which you can use to collate evidence of PDP is your e-portfolio available from a link on Moodle. This is a software package which will already be set

up for you by the University and will be accessible and integrated with Moodle or available on its own. Your entire collection of reflection and evidence is known as your ‘portfolio’

PDP opportunities on your course Although PDP is an activity which is controlled by you for your benefit in terms of future development, the modules in your course all provide some opportunity for skill acquisition, recording and reflection. Look carefully at the marker’s comments and then plan how you might improve your work for the subsequent assignment and decide what actions are necessary to achieve that improvement, for instance by contacting the Centre for Academic Writing.

PDP is yours! Remember that the entire PDP process is run by you. You are never told you must do this or that concerning it. The entire project is intended to help you further your career. Hence the opportunities are provided by us but it is up to you to take full advantage of them. Here’s hoping that you do.

Appendix F Course and module outline Weeks 1-8 Theory

Weeks 9-15 Practice

Weeks 16-21 Theory

Weeks 22-29 Practice

Week 30 Theory

Accountability and Professional Issues for Paramedics (20)

Clinical Practice from Technician to Paramedic (40)

Accountability and Professional Issues for Paramedics CONT (20)

Clinical Practice from Technician to Paramedic CONT(40)

Paramedic Skills Development Across the Age Spectrum CONT (40)

Applied Anatomy, Pathophysiology and Pharmacology (20)

Applied Anatomy, Pathophysiology and Pharmacology CONT (20)

Paramedic Skills Development Across the Age Spectrum (40)

Paramedic Skills Development Across the Age Spectrum CONT (40)

The programme is offered in two ways and is dependent upon the employer’s operational needs Theory Practice 15 weeks 15 weeks 15 weeks

Theory Practice Theory Practice Theory 8 weeks

8 weeks 6 weeks 7 weeks 1 week