PgDip / BSc (Hons) Community Health

Transcription

1 Faculty of Health, Psychology and Social Care Department of Nursing PgDip / BSc (Hons) Community Health Programme Specification This document provides a concise summary of the main features of the course(s) & associated award(s) offered through this Programme Specification, and includes the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities provided. More detailed information on the learning outcomes, curriculum content, teaching/learning, assessment methods for each unit and on the Programme s relationship to QAA Subject Benchmark Statements may be found in the dedicated student handbook for the Programme. The accuracy of the information in this document is reviewed periodically by the University and may be subject to verification by the Quality Assurance Agency for Higher Education. 1 of 77

2 MMU Programme Specification: PgDip / BSc (Hons) Community Health Versioning of Programme Specification This programme specification is valid for the period of approval confirmed at the time of the approval/last review event and relates to provision approved at that point. Programme specifications are updated on an annual basis to include modifications approved through the University s quality assurance processes. This version provides a description of the programme as approved for the academic session indicated in section 3 of the following table. 1 Date of initial Approval or last review: 2 February Effective date of Approved/Reviewed Programme Specification: September 2012 eg1 September August This Version effective from: September Version number: 2012/ version 6 Students who commenced their study on units within this programme specification prior to September 2012 should refer to the Nursing CPD Portfolio Definitive Document published on the CASQE website. Modifications to Programme Specification Modifications to the programme specification since approval/ last review are listed in the Log of Modifications at the back of the document. Cross Referencing of Programme Specifications The following elements of provision included in this document is/ are also included in the following programme specifications Unit Evidence-Based Practice (EBP): Understanding, Critiquing and Applying EBP Community Practitioner Nurse Prescribing V100 Contemporary Issues in Community Practice Applying Ethical and Critical Thinking to Practice-Based Dilemmas Collaboration and Health Information for Service Users Contraception, Reproduction and Sexual Health Developing Leadership and Professional Practice Developing Research Skills Principles of Public Health Programme Specification BSc (Hons) Contemporary Health Practice CPD Programme CPD Programme and PgDip / BSc (Hons) Specialist Community Public Health Nursing 2 of 77

3 MMU Programme Specification: PgDip / BSc (Hons) Community Health Amendments made to provision listed in this table, must also be reflected in the relevant programme specifications listed above 3 of 77

4 MMU Programme Specification: PgDip / BSc (Hons) Community Health 0 Brief Overview (i) Brief Descriptive Summary The PgDip/BSc (Hons) Community Health may be undertaken full-time (currently 40 weeks) or part-time (over 2 or 3 years) and is currently supported and commissioned by the Strategic Health Authority. The programmes incorporate 4 NMC Specialist Practitioner Qualifications: Community Children s Nursing; Community Learning Disability Nursing; District Nursing; General Practice Nursing, and the NMC award of Community Practitioner Nurse Prescriber (V100) which is integrated for the District Nursing route and optional for the remaining awards. The degrees comprise 50% practice and 50% theory. Approximately 50% of the latter is shared with students from other programmes; hence providing opportunities for inter-professional learning and reducing the staffing resource. Students are exposed to a wide range of teaching and learning strategies and assessments are devised to facilitate both theory-practice integration and the development of skills that will be of use in their clinical careers. (ii) Articulation of Graduate Prospects The degrees equip students with the knowledge and skills required to work as Specialist Practitioners in their chosen field of practice and the majority of students gain promotion within 1 year of completion. General Information 1 Overarching Programme Specification Title PgDip/BSc (Hons) Community Health 2 Final award(s)/title(s) (including any PSRB final awards conferred mark these as PSRB Award ) PgDip Community Health with PSRB Specialist Practitioner exit award of General Practice Nursing PgDip Community Health with PSRB Specialist Practitioner exit award of Community Nursing in the Home: District Nursing (with integrated Community Practitioner Nurse Prescribing: V100) PgDip Community Health with PSRB Specialist Practitioner exit award of Community Learning Disabilities Nursing PgDip Community Health with PSRB Specialist Practitioner exit award of Community Children s Nursing PgCert Health (Students who exit without successfully completing the PgDip Community Health and who are not, therefore, eligible for the SPQ qualification in the specific field of specialist practice may be awarded (as a fall back award) PgCert Health) 4 of 77 BSc (Hons) Community Health with PSRB Specialist Practitioner exit award of General Practice Nursing BSc (Hons) Community Health with PSRB Specialist Practitioner exit award of Community Nursing in the Home: District Nursing (with integrated Community Practitioner Nurse Prescribing: V100) BSc (Hons) Community Health with PSRB Specialist Practitioner exit award Community Learning Disabilities Nursing

5 MMU Programme Specification: PgDip / BSc (Hons) Community Health 3 Combined Honours Subject(s)offered through the programme specification together with associated final award(s) (where relevant) 4 Interim exit award(s)/title(s) (including Combined Honours interim exit awards) 5 Mode(s) (only include duration where there is a PSRB requirement for limited duration) None None BSc (Hons) Community Health with PSRB Specialist Practitioner exit award Community Children s Nursing BSc Health (Students who exit without successfully completing the BSc (Hons) Community Health and who are not, therefore, eligible for the SPQ qualification in the specific field of specialist practice may be awarded (as a fall back award) BSc Health) The PgDip Community Health and BSc (Hons) Community Health will be delivered: Full-time (40 weeks) Part-time (maximum duration of 3 years) 6 FHEQ position of final award(s) Level 7 provision is commensurate with Masters Level Level 6 provision is commensurate with Honours Level 7 Awarding institution (include PSRBs which confer a joint Manchester Metropolitan University Nursing and Midwifery Council or additional qualification on successful completion of programme) 8 Teaching institution(s) Manchester Metropolitan University (include collaborative partners where appropriate if more than one award in programme specification, indicate which are taught by partner) 9 Relationship with Foundation Year (if more than one award in programme specification, indicate which have links with Foundation Year) None Administrative Details 10 Home Department/ School/ Institute Department Of Nursing 11 Home Faculty Faculty of Health, Psychology and Social Care 12 UCAS code(s) N/A Collaborative Arrangements (where relevant) 13 Approved Collaborative partner(s) (provide name of partner(s) and type of partnership) 14 Other Approved Academic Partnership(s) Partner Name N/A Partner Name 5 of 77 Type of Collaborative Partnership N/A Type of Academic Partnership

6 MMU Programme Specification: PgDip / BSc (Hons) Community Health (other than collaborative) N/A N/A Approval Status To be updated AFTER each PARM activity finalised 15 Date and period of approval of most recent MMU review/ approval (i) February 2012 Date of Latest review/approval (ii) Length & Dates of Period of approval given In (i) above: Years: 5 years From: 1 September 2012 To: 31 August 2017 (iii) Major Modifications to Programme Specification N/A 16 Next Scheduled Review Date: 2017/18 (Deferral approved) 17 PS/1 effective date: (ie date from which the outcome of approval or last review is effective OR the date from which amendments to the programme specification are effective) September 2012 External References/Relationships 18 QAA Benchmark Statement(s) There are no relevant QAA benchmark statements for this programme. 19 PSRB(s) associated with final Nursing and Midwifery Council (NMC) award of any route within the programme specification (ie those which offer professional status/membership/license to practise as result of successful completion of the final award as included in the University PSRB database) 20 Date, outcome and period of approval of last PSRB approval(s) Nursing and Midwifery Council 01 February 2012 Approval granted with effect from 1 March for: PSRB Specialist Practitioner exit awards of: Community Learning Disability Nursing General Practice Nursing Approval granted with effect from 4 March for: PSRB Specialist Practitioner exit awards of: Community Nursing in the Home: District Nursing (with integrated Community Practitioner Nurse Prescribing (V100)) 6 of 77

7 MMU Programme Specification: PgDip / BSc (Hons) Community Health Community Practitioner Nurse Prescribing (V100) Approval granted with effect from 16 April for: PSRB Specialist Practitioner exit awards of: Community Children s Nursing Programme Information 21 University and Programme Educational Aims (i) University Educational Aims To develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students. To provide a supportive and inclusive learning environment which will enable success for all learners To encourage the development of students intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes. To establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University s vision and strategic objectives. To provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions. (ii) Programme Educational Aims To provide a course of study that meets PSRB requirements and is relevant to the Specialist Practitioner student s learning needs, the needs of employers, and the diverse range of service users To enable Specialist Practitioner students to be fit for purpose To enable the development of motivated Specialist Practitioners who can lead and develop practice To enable the development of Specialist Practitioners who work flexibly and collaboratively with services users, carers, and other agencies To enable the development of Specialist Practitioners who value independence, continued professional support and life long learning To provide a student-focused and student sensitive course that actively encourages debate, critical thinking and problem solving To provide opportunities for students to develop their existing skills of critical selfappraisal, reflection and reflective practice 22 Final Learning Outcomes MMU Educational Outcomes On successful completion of their course of study MMU graduates will be able to: 1. Apply skills of critical analysis to real world situations within a defined range of contexts 2. Demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management 3. Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT 4. Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives 7 of 77

8 MMU Programme Specification: PgDip / BSc (Hons) Community Health 5. Manage their professional development reflecting on progress and taking appropriate action 6. Find, evaluate, synthesise and use information from a variety of sources 7. Articulate an awareness of the social and community contexts within their disciplinary field Programme Specific Outcomes PgDip Community Health with PSRB exit award of General Practice Nursing On successful completion of the programme, students will be able to: 1. Demonstrate the knowledge, skills and attributes required to fulfil the professional role of the Specialist Practitioner General Practice Nursing 2. Apply an in-depth and coherent body of knowledge and the skills required to communicate effectively and work in partnership with patients, informal carers and professionals 3. Seek out and critically evaluate research studies and other forms of evidence and, where appropriate, apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient 4. Utilise a comprehensive knowledge base and exercise appropriate professional judgement when managing complex programmes of care, both directly and by supervising team members, within the surgery and other community settings 5. Apply knowledge of public health policy and health promoting strategies to reduce health inequalities and promote the health of individuals and groups 6. Deploy and evaluate established techniques to identify and manage risk within a variety of community settings and with a range of people including the most vulnerable 7. Participate in innovation and change by leading, developing, and evaluating practice to improve quality and health outcomes 8. Work across professional and organisational boundaries and develop the professional self and that of other practitioners 9. Devise creative strategies for addressing identified limitations in service provision and generate original solutions in tackling and solving problems 10. Lead teams and manage resources at strategic and local level, within the surgery and other community settings to promote optimal patient care and address future service needs 11. Synthesise knowledge and experience gained as a specialist practitioner student to articulate a vision, based on sound arguments, for the future role and functions of the Specialist Practitioner General Practice Nursing PgDip Community Health with PSRB exit award of Community Nursing in the Home District Nursing (with integrated Community Practitioner Prescribing V100) On successful completion of the programme, students will be able to: 1. Demonstrate the knowledge, skills and attributes required to fulfil the professional role of the Specialist Practitioner - District Nursing 2. Apply an in-depth and coherent body of knowledge and the skills required to communicate effectively and work in partnership with patients, informal carers and professionals 3. Seek out and critically evaluate research studies and other forms of evidence and, where appropriate, apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient 4. Utilise a comprehensive knowledge base and exercise appropriate professional judgement when managing complex programmes of care, both directly and by supervising team members, within the home and other community settings 5. Apply knowledge of public health policy and health promoting strategies to reduce health inequalities and promote the health of individuals and groups 6. Deploy and evaluate established techniques to identify and manage risk within a variety of community settings and with a range of people including the most vulnerable 7. Participate in innovation and change by leading, developing, and evaluating practice to improve quality and health outcomes 8. Work across professional and organisational boundaries and develop the professional self and that of other practitioners 8 of 77

9 MMU Programme Specification: PgDip / BSc (Hons) Community Health 9. Devise creative strategies for addressing identified limitations in service provision and generate original solutions in tackling and solving problems 10. Lead teams and manage resources at strategic and local level, within a variety of community settings to promote optimal patient care and address future service needs 11. Synthesise knowledge and experience gained as a specialist practitioner student to articulate a vision, based on sound arguments, for the future role and functions of the Specialist Practitioner District Nursing PgDip Community Health with PSRB exit award of Community Learning Disabilities Nursing On successful completion of the programme, students will be able to: 1. Demonstrate the knowledge, skills and attributes required to fulfil the professional role of the Specialist Practitioner Community Learning Disabilities Nursing 2. Apply an in-depth and coherent body of knowledge and the skills required to communicate effectively and work in partnership with clients, informal carers and professionals 3. Seek out and critically evaluate research studies and other forms of evidence and, where appropriate, apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient 4. Utilise a comprehensive knowledge base and exercise appropriate professional judgement when managing complex programmes of care, both directly and by supervising team members, within the home and other community settings 5. Apply knowledge of public health policy and health promoting strategies to reduce health inequalities and promote the health of individuals and groups 6. Deploy and evaluate established techniques to identify and manage risk within a variety of community settings and with a range of people including the most vulnerable 7. Participate in innovation and change by leading, developing, and evaluating practice to improve quality and health outcomes 8. Work across professional and organisational boundaries and develop the professional self and that of other practitioners 9. Devise creative strategies for addressing identified limitations in service provision and generate original solutions in tackling and solving problems 10. Lead teams and manage resources at strategic and local level, within a variety of community settings to promote optimal patient care and address future service needs 11. Synthesise knowledge and experience gained as a specialist practitioner student to articulate a vision, based on sound arguments, for the future role and functions of the Specialist Practitioner Community Learning Disabilities Nursing PgDip Community Health with PSRB exit award of Community Children s Nursing On successful completion of the programme, students will be able to: 1. Demonstrate the knowledge, skills and attributes required to fulfil the professional role of the Specialist Practitioner Community Children s Nursing 2. Apply an in-depth and coherent body of knowledge and the skills required to communicate effectively and work in partnership with patients, informal carers and professionals 3. Seek out and critically evaluate research studies and other forms of evidence and, where appropriate, apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient 4. Utilise a comprehensive knowledge base and exercise appropriate professional judgement when managing complex programmes of care, both directly and by supervising team members, within the home and other community settings 5. Apply knowledge of public health policy and health promoting strategies to reduce health inequalities and promote the health of individuals and groups 6. Deploy and evaluate established techniques to identify and manage risk within a variety of community settings and with a range of people including the most vulnerable 7. Participate in innovation and change by leading, developing, and evaluating practice to improve quality and health outcomes 8. Work across professional and organisational boundaries and develop the professional self and that of other practitioners 9 of 77

10 MMU Programme Specification: PgDip / BSc (Hons) Community Health 9. Devise creative strategies for addressing identified limitations in service provision and generate original solutions in tackling and solving problems 10. Lead teams and manage resources at strategic and local level, within a variety of community settings to promote optimal patient care and address future service needs 11. Synthesise knowledge and experience gained as a specialist practitioner student to articulate a vision, based on sound arguments, for the future role and functions of the Specialist Practitioner Community Children s Nursing PgCert Health Students who obtain the fall back degree of PgCert Health will not have fully met the PgDip Community Health programme and unit learning outcomes. These students are not eligible for a NMC Specialist Practitioner Qualification or the NMC award of Community Practitioner Nurse Prescribing ( V100) BSc (Hons) Community Health with PSRB exit award of General Practice Nursing On successful completion of the programme, students will be able to: 1. Demonstrate the knowledge, skills and attributes required to fulfil the professional role of the Specialist Practitioner - General Practice Nursing 2. Apply a coherent body of knowledge and the skills required to communicate effectively and work in partnership with patients, informal carers and professionals 3. Critically appraise research studies and other forms of evidence and, where appropriate, apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient 4. Apply a coherent body of knowledge and exercise appropriate professional judgement when managing complex programmes of care, both directly and by supervising team members, within the surgery and other community settings 5. Apply knowledge of public health policy and health promoting strategies to reduce health inequalities and promote the health of individuals and groups 6. Deploy established techniques to identify and manage risk within a variety of community settings and with a range of people including the most vulnerable 7. Participate in innovation and change by leading, developing, and evaluating practice to improve quality and health outcomes 8. Work across professional and organisational boundaries and develop the professional self and that of other practitioners 9. Lead teams and manage resources at strategic and local level, within the surgery and other community settings to promote optimal patient care and address future service needs 10. Utilise knowledge and experience gained as a specialist practitioner student to articulate a vision for the future role and functions of the Specialist Practitioner General Practice Nursing BSc (Hons) Community Health with PSRB exit award of Community Nursing in the Home District Nursing (with integrated Community Practitioner Prescribing V100) On successful completion of the programme, the student will be able to: 1. Demonstrate the knowledge, skills and attributes required to fulfil the professional role of the Specialist Practitioner - District Nursing 2. Apply a coherent body of knowledge and the skills required to communicate effectively and work in partnership with patients, informal carers and professionals 3. Critically appraise research studies and other forms of evidence and, where appropriate, apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient 4. Apply a coherent body of knowledge and exercise appropriate professional judgement when managing complex programmes of care, both directly and by supervising team members, within the home and other community settings 10 of 77

11 MMU Programme Specification: PgDip / BSc (Hons) Community Health 5. Apply knowledge of public health policy and health promoting strategies to reduce health inequalities and promote the health of individuals and groups 6. Deploy established techniques to identify and manage risk within a variety of community settings and with a range of people including the most vulnerable 7. Participate in innovation and change by leading, developing, and evaluating practice to improve quality and health outcomes 8. Work across professional and organisational boundaries and develop the professional self and that of other practitioners 9. Lead teams and manage resources at strategic and local level, in a variety of community settings to promote optimal patient care and address future service needs 10. Utilise knowledge and experience gained as a specialist practitioner student to articulate a vision for the future role and functions of the Specialist Practitioner District Nursing BSc (Hons) Community Health with PSRB exit award of Community Learning Disabilities Nursing On successful completion of the programme, the student will be able to: 1. Demonstrate the knowledge, skills and attributes required to fulfil the professional role of the Specialist Practitioner - Community Learning Disabilities Nursing 2. Apply a coherent body of knowledge and the skills required to communicate effectively and work in partnership with clients, informal carers and professionals 3. Critically appraise research studies and other forms of evidence and, where appropriate, apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient 4. Apply a coherent body of knowledge and exercise appropriate professional judgement when managing complex programmes of care, both directly and by supervising team members, within the home and other community settings 5. Apply knowledge of public health policy and health promoting strategies to reduce health inequalities and promote the health of individuals and groups 6. Deploy established techniques to identify and manage risk within a variety of community settings and with a range of people including the most vulnerable 7. Participate in innovation and change by leading, developing, and evaluating practice to improve quality and health outcomes 8. Work across professional and organisational boundaries and develop the professional self and that of other practitioners 9. Lead teams and manage resources at strategic and local level, in a variety of community settings to promote optimal patient care and address future service needs 10. Utilise knowledge and experience gained as a specialist practitioner student to articulate a vision for the future role and functions of the Specialist Practitioner Community Learning Disabilities Nursing BSc (Hons) Community Health with PSRB exit award of Community Children s Nursing On successful completion of the programme, the student will be able to: 1. Demonstrate the knowledge, skills and attributes required to fulfil the professional role of the Specialist Practitioner - Community Children s Nursing 2. Apply a coherent body of knowledge and the skills required to communicate effectively and work in partnership with patients, informal carers and professionals 3. Critically appraise research studies and other forms of evidence and, where appropriate, apply findings to ensure best practice that is culturally sensitive, ethically sound and cost efficient 4. Apply a coherent body of knowledge and exercise appropriate professional judgement when managing complex programmes of care, both directly and by supervising team members, within the home and other community settings 5. Apply knowledge of public health policy and health promoting strategies to reduce health inequalities and promote the health of individuals and groups 6. Deploy established techniques to identify and manage risk within a variety of community settings and with a range of people including the most vulnerable 11 of 77

12 MMU Programme Specification: PgDip / BSc (Hons) Community Health 7. Participate in innovation and change by leading, developing, and evaluating practice to improve quality and health outcomes 8. Work across professional and organisational boundaries and develop the professional self and that of other practitioners 9. Lead teams and manage resources at strategic and local level, in a variety of community settings to promote optimal patient care and address future service needs 10. Utilise knowledge and experience gained as a specialist practitioner student to articulate a vision for the future role and functions of the Specialist Practitioner Community Children s Nursing BSc Health Students who do not qualify for the award of a Bachelor s degree with honours may be eligible for the award of a Pass degree. Criteria for the award of a Pass degree are detailed within the University s Assessment Regulations for Undergraduate Programmes of Study. Students who obtain the fall back degree of BSc Health will not have fully met the BSc (Hons) Community Health programme and unit learning outcomes. These students are not eligible for a NMC Specialist Practitioner Qualification or the NMC award of Community Practitioner Nurse Prescribing (V100) 23 Interim Award Learning Outcomes eg for BA/BSc (Hons) include Level 4 and 5 but NOT Level 6; for Level 7- PgCert & PgDip but NOT MA/MSc N/A 24 Teaching/Learning and Assessment Strategy (i) Curriculum Design It is particularly important to recognise that all students entering these programmes are mature professionals who, will wish to and be expected to, make a difference to practice. The curriculum pivots on the programme team s philosophy of respect for the adult learner and an appreciation that learning needs to be meaningful. The programme team recognise that mature students bring with them a range of life experiences, professional expertise and transferable skills. The basic assumptions outlined by Knowles ( ) acknowledge the student as an individual who as an adult learner has the capacity for self direction; hence the programme provides a range of learning opportunities aimed at facilitating personal and professional growth. A commitment to partnership working underpins the curriculum which was designed in consultation with service users, students, Sign-off Mentors/Practice Teachers and managers. It adheres to the PSRB standards for specialist practice and has been informed and refined in response to feedback from a range of stakeholders (for example, students, Sign-off Mentors/Practice Teachers, placement providers, external examiners, the current commissioning body and service users). Further commitment to partnership working is illustrated by maximising opportunities for inter-disciplinary and inter-professional learning by the design of units that can be accessed by other degrees. The programme is committed to enhancing students thinking abilities and there is an emphasis on facilitating life long learning. The programme is student centred, enabling students to be participants in the learning process. The programme recognises and appreciates diversity within the student and potential client population(s). Students are encouraged to be proactive in the development of practices that meet the needs of a variety of individuals and populations and to be active in the promotion of equal opportunities at work. All academic / university staff members are required to undertake diversity training. 1 Knowles, M. (1990) The adult learner. A neglected species. 4th edition. Houston: Gulf Publishing 12 of 77

13 MMU Programme Specification: PgDip / BSc (Hons) Community Health Option Units Option units listed in the curriculum structures (section 25 below) are all approved for delivery, but may not all run in any one academic session. Learning Teaching and Assessment The strategy for teaching, learning and assessment will respect the diversity of students, their learning styles and client populations. The programme supports the Faculty of Health, Psychology and Social Care Learning and Teaching Strategy which strongly encourages excellence in learning and teaching by both practice and academic staff. For the latter, this is reinforced through the requirement for, and institutional support of, academic staff new to teaching to achieve a formal qualification in learning and teaching within three years of employment (Academic staff who are NMC registrants may study the NMC Teacher qualification within the university s PgCert in Academic Practice.) Academic staff are also encouraged and supported to become members of the Higher Education Academy to facilitate their ongoing professional development and ensure that the high standards of teaching are maintained within the Faculty. Sign-off Mentors and Practice Teachers meet the NMC requirements for supporting learning and assessment in practice and must demonstrate currency in knowledge and skills to remain on the live register held by the placement providers. The programme facilitates this by providing briefing sessions, the practice teacher marking support group, and individual support to practice teachers. The programme is supportive of the University and Faculty model for the peer support for teaching with the majority of staff arranging formal or informal observation and support to suit their particular needs. Additionally, many teaching / facilitative activities utilise team teaching. New staff are mentored (within the programme) for at least one year and are supported to develop teaching and assessment skills. This is achieved by providing a teaching buddy who is an experienced, qualified teacher. Their role in supporting the new staff member includes providing support and advice on teaching and learning strategies, preparation of relevant course documents (e.g. unit handbooks) and assessment. Additionally, they will second mark and provide feedback to the new staff member until they demonstrate competence and confidence. The approaches to learning and teaching and assessment used within the programme are guided by a range of internal and external polices and guidelines that are detailed in section 35 of this document. Learning, teaching and assessment within the programme have been refined, maintaining and building on the good practices identified though evaluation of the existing and previous provision. It has been developed in collaboration with stakeholders as described above. This collaboration is paramount to ensure that the learning, teaching and assessment strategy is responsive to current practice and potential changes in health care, and reflects the current PSRB requirements. Learning, teaching and assessment approaches are constructively aligned, reflecting and appropriate to specific learning outcomes and the academic level of the programme. Pre-course information outlines what is expected of each programme and its associated units (also see section 32). At the commencement of each unit, students receive a unit handbook detailing the intended learning outcomes, unit content and assessment details and suggested / indicative reading. PSRB requirements are made explicit in the handbooks. Teaching and learning strategies are aligned to the University Strategy for Learning, Teaching and Assessment and influenced by a number of factors including group size, unit subject, learning outcomes, PSRB requirements and, where appropriate, student preferences. Strategies will lead to an appropriate mix of directed and independent studies, for example: lectures, group work, e- learning, blended learning, work based learning, individual/group tutorials, seminars, and guided reflection on practice. Students will be presented with opportunities for inter-professional working and learning as an integral component of their placement experiences. Further opportunities are available within the university as the programme is designed to promote interdisciplinary and inter-professional learning by incorporating units that are shared with other courses. Carefully chosen papers and seminars will also broaden horizons and perspectives. 13 of 77

14 MMU Programme Specification: PgDip / BSc (Hons) Community Health Academic staff will, where appropriate, facilitate service user and carer contributions to the student learning experiences. As students will be practising with service users and carers while studying it is appropriate to offer additional and intentional learning opportunities with service users and carers. Practitioners, service colleagues and service users regularly contribute to teaching and learning. Assessment strategies Assessment is regarded as an essential part of the learning process as well as a set of systems for advising on learning and achievements. It contributes to the maintenance of professional standards and has relevance to contemporary professional practice. In all cases assessment strategies are aligned with the University Strategy for Learning, Teaching and Assessment and EQAL 2 requirements in respect of both the theoretical and practical elements of the units. The assessment strategies reflect the learning outcomes of the individual units, with each assignment undertaken being cross-referenced to a specific outcome. Where required PSRB assessment requirements are met. The policy context for the assessment strategies are derived from the Framework for Higher Education Qualifications 3 (QAA 2008), the QAA Quality Code for Higher Education and the University Regulations for Undergraduate and Taught Post-graduate Programmes of Study. All units within the programme include an opportunity for formative assessment; students are encouraged to discuss work in progress and receive feedback. Summative assessments are devised to facilitate both theory-practice integration and the development of skills that will be of use in their clinical careers (for example, the format of assessments will include presentations, reports, journal articles) Assignments are internally and externally moderated in accordance with university policy and assessment feedback timings are identified in the course handbook. In order to be consistent between units, a 20 credit unit will be assessed with the equivalence of 4,500 words. As all assessments contribute to a professional award, students must demonstrate the principles of safe and competent practice in their written work. All units must be passed and cannot be compensated or condoned. Further details of this are provided in section 29. Whilst the University has plagiarism detection software available, programme staff are committed to designing assessment strategies that reduce the opportunities for plagiarism in assignments. A range of methods of assessment are used (e.g. presentations single and group, project work, reflection on practice, essays, examinations) and within the parameters set in the unit specifications, the unit team, with the approval of the programme team and the External Examiner, will vary the assignment so that (e.g.) a particular essay assignment brief is not applied year on year. Marking and Unit grading criteria With the exception of the Specialist Practice units (please see below), all assessments are marked according to set learning outcomes and the standard unit grading criteria for a specific academic level and / or required examination / test responses / answers. These are provided in the programme handbooks In the majority of cases anonymous marking applies across the whole marking and moderation process. Anonymity ends after marking has been completed and students are named for Assessment Board purposes. With the exception of student presentations and practice assessment documents, all summative assessments for programmes are anonymously marked. In some cases the first marker will recognise which student the assignment belongs to and in these cases the internal moderator and External Examiner will provide the anonymous scrutiny. Assessment of Practice The following definition guides the assessment of practice: 2 MMU (2010) Enhancing Quality and Assessment for Learning. MMU. 3 QAA (2008) A Framework for Higher Education Qualifications in England, Wales and Northern Ireland. 14 of 77

15 MMU Programme Specification: PgDip / BSc (Hons) Community Health Specialist practice is the exercising of higher levels of judgement, discretion and decision making in clinical care. Such practice will demonstrate higher levels of clinical decision making and so enable the monitoring and improving of standards of care through: supervision of practice, clinical audit, development of practice through research, teaching and the support of professional colleagues and the provision of skilled professional leadership (NMC 2001, p1). The assessment of practice occurs within the PgDip / BSc (Hons) Community Health Specialist Practice unit (20 credits) and is documented within the Practice Learning Portfolio which is submitted at the end of the course. The practice assessment criteria detailed in the Practice Learning Portfolio are based on the NMC (2001) Standards for Specialist Education and Practice, although for the purpose of documentation have been grouped into four criteria, adapted from the NMC report of the Higher Level of Practice Pilot and Project (NMC 2002). The standards have been amended slightly and contextualised for specialist practitioner students. The four practice assessment criteria are: Providing effective health care (including, where appropriate, Community Practitioner Nurse Prescribing skills) Leading, developing and evaluating practice Participating in improving quality and health outcomes Developing the professional self and that of other practitioners The four criteria have been benchmarked against the NMC (2001) Standards for Specialist Education and Practice. Assessment of practice is undertaken by an appropriately qualified Sign-off Mentor/Practice Teacher who will apply Practice Marking Criteria (detailed in the Specialist Practice portfolio of learning document). The Sign-off Mentor/Practice Teacher has responsibility for verifying proficiency in the Specialist Practice role. The assessment of practice occurs on a continuous basis. Throughout the practice placement the Specialist Practice Sign-off Mentor/Practice Teacher will observe and monitor the student s progress and will provide constructive feedback to the student, documenting this in the Practice Learning Portfolio. The student will self-evaluate progress and note this in the Practice Learning Portfolio. The Specialist Practice Sign-off Mentor/Teacher and student will co-operate in all aspects of informal practice assessment, using the Specialist Award Leader as and when necessary. Assessment of Nurse prescribing within the placement setting: Students undertaking preparation for Community Practitioner Nurse Prescribing (V100) as part of their programme of study will be assessed by their Sign-off Mentor/Practice Teacher as competent to prescribe. This will be included under Criteria 1 Providing effective health care, and documented separately (Criteria 1a: Community practitioner nurse prescribing). This practice assessment is additional to that required for the Community Practitioner Nursing Prescribing V100 unit which is mandatory for students on the District Nursing pathway and offered as an option for General Practice Nursing/Community Children s Nursing/Community Learning Disabilities Nursing students. Where a student s allocated Sign-off Mentor/Practice Teacher does not hold a NMC recorded prescribing qualification, they will be supported by an additional practitioner who does. The programme audit form will collect this information in addition to that pertaining to the Sign-off Mentor/Practice Teacher and the quality of the placement. The practising prescriber, identified on the audit form, will be responsible for signing off competency in relation to the prescribing component incorporated in the Practice Learning Portfolio which is an element of assessment in the Specialist Practice unit. Internal and external moderation of practice In order to promote parity, equity and overall quality of the practice element of the course, a number of strategies are established: Sign-off Mentors/Practice Teachers are required to attend a Marking Support Group session. This is held in April / May and is mandatory for new Sign-off Mentors/Practice Teachers and those who did not attend in the preceding year. The focus is on the interpretation and application of the practice marking criteria. During the session, Sign-off Mentors/Practice Teachers are provided with 15 of 77

16 MMU Programme Specification: PgDip / BSc (Hons) Community Health the opportunity to divide into sub-groups and discuss marking issues with their peers and a member of the course team: examples of practice learning portfolios submitted in the previous year are made available (with the students consent) for discussion. Where possible, the sub-groups comprise a mix of new and experienced Sign-off Mentors/Practice Teachers from at least one award pathway. The content of the session supplements that provided in the Sign-off Mentor/Practice Teacher briefing days. Additionally, individual marking support is provided by the Award Leader during visits to the placement area. External examiners are invited to observe students in the practice setting and to observe any summative assessments of practice. Practice grades are monitored on an annual basis and student achievement is compared both within and across Award pathways. Findings are presented and discussed at the annual Mentor/Practice Teacher Marking Support Group session. Sign-off Mentor/Practice Teacher updates are provided annually and supplemented by additional briefings if and when significant new information is received. Academic staff members are available for discussion with Mentors/Practice Teachers in person, by or telephone. External examiners are also given the opportunity to meet Sign-off Mentors/Practice Teachers: this is normally but not exclusively facilitated around assessment boards. Academic staff and external examiners peruse all practice assessment documents. Programme Specific Regulations Release of information to employers Students attending via contracts with NHS North-West are, in effect, attending as NHS or other employees and will have arrangements with their employer concerning sickness-absence (which will involve, inter alia, notification to the programme / unit leader). Information regarding attendance will only be given to employers with the student s documented permission (requested at enrolment) in exceptional circumstances, for example, when a student refuses to give their employer this information. Students who do not meet PSRB attendance requirements will fail the unit, subject to the deliberations and decisions of the Assessment Board. Attendance Requirements The Community Health Programme (at both levels for the professional award) currently runs for 40 weeks full-time (including holidays) with the equivalent number of weeks for part-time students. In order to obtain the award, the Nursing and Midwifery Council requires students to attend 100% of the practice placement. It is also expected that students will attend at least 80% of the time allocated to University. The Local Education and Training Board (LETB) require the University to report back any two absences by funded students. Some teaching in University is viewed by the team as essential to ensure practitioners protect patients and the public. These taught sessions will be identified to students and the consequences of missing them made clear in the programme handbook. Confidentiality and anonymity In all unit assessment, students are required to maintain confidentiality and anonymity. Where patients / clients are considered in case studies they must grant their permission and, where appropriate, the practice manager must agree that this has been obtained. A pseudonym MUST be used and pointed out by reference to a code of professional conduct (where appropriate). Students may fail the unit if they do not adhere to this regulation. Safe and competent practice Where the assessment contributes to a professional award, students must demonstrate the principles of safe and competent practice in their written work. This means that students who write, either by intention or accident, an error that could potentially compromise public safety, will be referred automatically on that part of the assessment. In addition, students on the Community Practitioner Nurse Prescribing (V100) units will be referred if they do not ask about medication history, allergies, 16 of 77

17 MMU Programme Specification: PgDip / BSc (Hons) Community Health over the counter medication, or if there is any incorrect dosage/prescribing of an unlicensed product (NMC ; standards 10 and 11). All students are subject to the University s Procedure For Students At Risk of Academic Failure. Focus on a specific issue for assessment For NMC professional awards in the BSc (Hon) Community Health and PgDip Community Health a focus on a specific issue for assessment (i.e. a client group, a clinical problem or a management concern) may be utilised in work that attracts no more than 40 credits. This may be a combination of 10- and 20-credit units. If a student exceeds this, for example by focusing on a clinical problem in an assessment which takes the cumulative total of credits above 40, the assessment will automatically be referred. Fall back degree Students who fail one or more elements of the BSc (Hons) Community Health / PgDip Community Health at resubmission but who are eligible for a pass degree or PgCert respectively will not be permitted to exit with a BSc (Hons) Community Health / PgDip Community Health. Instead, students will be offered the award of BSc Health and PgCert Health respectively. These students are not eligible for the NMC Specialist Practitioner Qualification or the NMC award of Community Practitioner Nurse Prescribing V100 Word count of work All students work must be word processed and must enter a word count (excluding references and quotes) on all written work. Students are normally required to submit both a written copy and an electronic of each assignment. i. Where the work is either stated to be or found to be in excess of the stated word limit by over 10% marking will stop at the stated word limit. The marker will draw a line on the work at the point where the word limit has been exceeded, and a mark will be awarded for the work submitted up to the line drawn. The marker will indicate on the feedback sheet that marking has ceased at the word limit ii. Where students have alternative forms of assessment such as presentations a similar process will be implemented with students being given a time limit and when that time has lapsed they will be asked to draw their presentation to a close and the mark awarded will be based on the work presented within the time allocation. 25 Programme Structure Engagement with the University-wide Provision The curriculum is determined by PSRB requirements and there is no scope within the curriculum to offer language provision. (ii) Structures, levels, credits, awards, curriculum map of all units (identifying core/option status, credits, pre or co-requisites) potential entry/exit points and progression/award requirements OPTION UNITS Option units listed in the following curriculum structures are all approved for delivery but may not all run in any one academic session. Level 6: BSc (Hons) Community Health (with PSRB Specialist Practitioner exit award of General Practice Nursing) Core Units 4 NMC (2006) Standards of Proficiency for nurse and midwife prescribers. London; NMC. 17 of 77