From 2015/16: Please note that whilst this document makes reference to the Foundation Year (Level 3), the Institute is not currently recruiting to the programme at this level. Applications are only being sought for the 2-year Foundation Degree starting at Level 4. Approval of new collaborative programmes QH:H1 Annexe 4a: Application for full approval: undergraduate Annexe 4a:1 Version 1 01 Sep 09
Application for Full Approval: Undergraduate Programme Specification Note that the information contained in the final approved version of this programme specification will be published by the University at www.courses.hull.ac.uk THIS COMPLETED PRO FORMA MUST BE SUBMITTED ELECTRONICALLY TO THE APPROPRIATE UNIVERSITY FACULTY BY THE PUBLISHED DEADLINE THIS PROPOSAL MUST BE SUPPORTED BY ANY CVS NOT SUBMITTED WITH THE PLANNING PERMISSION APPLICATION FOR STAFF WHO WILL DELIVER THE PROGRAMME 1 Name of Partner Institution The Grimsby Institute of Further and Higher Education 2 University Faculty Health and Wellbeing 3 University Department Nursing 4 Title of Programme Hospital and Healthcare (Adult) Hospital and Healthcare (Adult) with Year 0 5 Award (e.g. BA, FdSc) FdSc 6 Teaching institution The Grimsby Institute of Further and Higher Education 7 Awarding institution The University of Hull 8 Mode of Study (full or part-time) Full time and Part time Full Time Foundation Degree: 2 years; Part Time Foundation Degree: 3 years 9 Duration (total number of years) 10 Number of weeks per academic year 11 Location of delivery 12 Accrediting Professional / Statutory Body (if applicable) Full Time Foundation Degree with Year 0: 3 years; Part Time Foundation Degree with Year 0: 5 years 34 The Grimsby Institute of Further and Higher Education, and Lincolnshire Regional College 13 UCAS Code (if applicable) 14 Entry requirements Standard Offer (Year 0) A standard offer for entry onto year 0 is 3 GCSEs grade C which must include Maths and English, or an appropriate level 2 qualification such as BTEC Certificate or GNVQ which also must include Maths and English.
Non-standard Offer (Year 0) In line with the widening participation brief, the Institute also encourages applications from those who lack Institutional qualifications. All such applicants will be set an appropriate piece of work and a judgement made taking into account their academic potential and relevant experience However all applicants must have a Level 2 pass in Numeracy and Literacy. All applicants irrespective of entry qualification(s) will be formally interviewed. Standard Offer Level 4 (Foundation Degree) A standard offer for entry onto level 4 will be 120 points from two A Levels, GCE and AVCE Double Award or 60 Access to HE credits (of which a minimum of 45 must be at Level 3). Applicants are also required to hold English and Maths GCSE (or equivalent) grade C or above. Non-standard Offer Level 4 (Foundation Degree) In line with the widening participation brief, the Institute encourages applications from those who lack formal academic qualifications. All such applicants will be set an appropriate piece of work and a judgement made taking into account their academic potential and relevant experience. on standard entry students will still be required to have GCSE Maths and English pass grade C or above or level 2 equivalent Accreditation of Prior Learning Applicants may be admitted with credit for prior certificated learning (APcL) or work/life experience or other uncertificated learning (APeL) (see section 8.3 - Accreditation of prior learning (experiential and certificated) of the Higher Education Quality Handbook which can be found at http://www.grimsby.ac.uk/aboutus/section8.html). International Admissions The Institute recognises a wide range of entry qualifications as being equivalent to A level standard; if students hold a qualification not listed above please contact the HE Manager for Admissions and Administration for further guidance on +44 (0)1472 315528. International students must evidence they
15 Minimum number of students for numbers less than this approval for the programme to start must be obtained possess a satisfactory command of English language in terms of reading, writing, listening and are expected to have achieved Level B2 on the Common European Framework of Reference for Language (CEFR), as defined by the UK Border Agency. Criminal Records This programme may involve regular contact with vulnerable adults, also known as regulated activity, as such a Criminal Records Bureau (CRB) check to go to placement. 10 16 Degree classification weighting Diploma stage Post Diploma stage (if applicable) Honours stage 17 Aims of the programme and distinctive features/fit with existing provision Aims: The general aims of the programme are to: provide a flexible programme of study for those unqualified, wishing to, or already working with adults, in hospital and community based organisations (health related) equip students with the theoretical knowledge, professional conduct competencies and practice skills necessary to work with clients in hospital and community settings enable students to meet the requirements of the Nursing and Midwifery Council (NMC) Standards for pre-registration nursing for entry into pre registration nursing education (2010a) develop reflective practitioners who are fit for practice to safeguard the health and well being of the public facilitate skills of enquiry and the application of key, transferable skills Distinctive Features The distinctive feature of this Foundation Degree programme is underpinned by the integration of theoretical knowledge with practice learning in order to encourage student competency within the changing context of health related practice across hospital and health related settings. The learning, teaching and assessment
strategies selected are designed to enable the development of reflective, developmental and critical approaches to the study of hospital and health care. These strategies will reflect the contested and multi-dimensional nature of health studies and facilitate active student participation in the recognition of the essential components that students bring to the learning and teaching process. Embracing the concepts of inclusion, equality and diversity, rights and empowerment, this programme focuses upon the key features of professional nursing relationships. Through a focus upon technical, interpersonal and cognitive skills this Foundation Degree integrates a range of nursing based competencies that ensure students develop as skilled practitioners meeting NMC outcomes. Graduates from the programme will be informed, professional carers who are fit to be referred to as intermediate professional practitioners, fit to engage in the skills and competencies required in caring for the health of others. Fit with Existing Provision The development of the FdSc in Hospital and Healthcare will allow the programme to continue to support the strategic drive of the School of Health and Social Care Sciences by ensuring currency and an appropriate vocational route-way in an ever changing sector. The programme acts as an umbrella programme to other programmes such as the FdSc in Mental Health Studies and shares core common modules. As one of the largest programmes within the School the programme forms the core of the School s health provision, which includes FdSc Integrated Care and complements other programmes such as BA Counselling Studies and BA Psychological Studies. Year 0 entry For those students who enter onto the Programme at Year 0; emphasis is placed upon the achievement of knowledge; intellectual and transferable skills that will enable progression onto either Year 1 of the FdSc Hospital and Health at the Grimsby Institute; or will prepare them to exit the programme after pre-certificate stage in order to pursue application into year 1 of a pre registration nursing programme at the University of Hull. Level 4 entry The programme seeks to provide a firm foundation for knowledge, skill and self development and an interchange between classroom learning and practice experience. In particular the opportunity for applying theory through evidence based practice begins in year 1 Semester 2 with an intentional focus in the first semester upon developing knowledge, understanding and confidence in practicing essential and clinical skills in a classroom based setting. Students will therefore engage in underpinning theory before entering practice. Practice learning For students on Year 1 of the Foundation Degree; the following roles will play a pivotal part in overseeing the quality of the placement learning experience. Registered Nurse Practitioner: nominated person within the work setting qualified as an RGN Mentor: nominated person in the workplace who may act as a general point of contact/ assistance (not responsible for clinical matters). Nurse Tutor: Grimsby Institute Group employed nurse who will be responsible for clinical skills delivery and the organisation of placements and liaison with practice learning settings. The Nurse Tutor is responsible for ensuring the quality of work
based experiences within practice modules and to ensure students are developing their practise at an increasingly competent level. Students on the Foundation Degree will experience a balance of learning which will be 50% supervised practice and 50% theory. (Supervised Practice relates to practice under the supervision of a registered nurse practitioner). The total number of placement hours to be achieved within the Foundation Degree is 766; placement hours are carried out and monitored through practice learning modules and will be monitored by the Nurse Practitioner and Nurse Tutor. Placement hours may be achieved in a combination of hospital, community and home settings and students will be encouraged to recognise the complementary nature that social care plays in attaining holistic care for people. Students must be able to be exposed to situations of inter-professional practice learning and direct contact with healthy or sick clients. Access to the use of health or nursing care plans is essential. In some instances practice learning settings may also appoint a mentor who may act as a central point of contact for general matters excluding those related to clinical practice. The Institute s Nurse Tutor may supervise skills practice with the cooperation of organisational personnel. All students, including international students, will be provided with a placement by the Programme Leader of the programme. The programme leader organises the dates and times that students must attend placements in order to fulfil the practice learning element of the programme. The placement dates vary according to the dates provided by the placement providers; and students may be required to attend placements during holiday periods in order to achieve the required placement hours. Students will be expected to have an enhanced CRB check and occupational health checks before formal enrolment onto the programme. The NMC code of professional conduct, standards for conduct, performance and ethics will apply to all practice interventions alongside local and trust policies. Progression and Articulation opportunities Also upon completion of the Foundation Degree (level 4 and 5) students will have the opportunity to apply for a specific articulated route to year 2/level 5 of adult branch nursing at the University of Hull, BSc Health Professional Studies or a BA (top up) Health and Social Care International Students The Institute's international agenda means that international students may be admitted onto the programme subject to meeting the entry requirements. All international students, whilst being expected to meet the English language requirements will also be provided with additional opportunities to improve their English as an optional extra prior to and during the programme. Prior to the programme commencing students may access ESOL classes within the Grimsby Institute of Further and Higher Education. During the programme students may attend ESOL alongside their programme of study. The Institute's International department is responsible for assisting students to acculturise. This includes the provision of a variety of social events and support for living in a foreign country such as setting up bank accounts, other financial matters, accommodation and integrating into the local community.
18 a Programme intended learning outcomes Reference the relevant subject benchmark statement(s) for each outcome (in brackets after each outcome) State supporting learning, teaching and assessment strategies for each group of outcomes Knowledge and understanding of For Year 0 Year (level 3, FHEQ) K1. Biological, psychological and sociological theories, research, associated terminology and concepts (HCC1, NC1, HC1, HC6, HC15, QAA1) K2. The relevance and breadth of theoretical principles and approaches (HCC1, NC1, HC15, HC17, QAA1) K3. The principles of mathematical information and data (HCC2, NC1, NC2, QAA2) K4. Concepts and issues relating to language use (HCC2, NC2) Teaching and learning methods/strategies: Interactive lecture, student led discussions, directed learning tasks, group work, preparing for and delivering presentations, practical, seminar activities, workshops, tutorials, interactive scenario based learning, simulated learning The learning and teaching strategies all pull together to move towards the aim of independent learning. The formal contact with students includes Lectures, Seminars, Workshops, Organised Debate and Presentations. Students will also be given the opportunity to take part in interactive lecture, student led discussions, directed learning tasks, group work, preparing for and delivering presentations, and practical tasks. K5. A range of applications and the role of ICT in the handling, manipulation and dissemination of information (HCC2, NC2, QAA2) K6. Skills needed for use in new and changing situations (HCA1, NC1, NC2, QAA2) For Level 4 and 5 (FHEQ) A1. The contested nature of health using a wide range of perspectives (HCC1, NC1, HC16, HC3, QAA1) Assessment Examinations, essays, learning portfolios, individual and group presentations, practical. A2. Factors that contribute to inequalities in health and the responsibility of the nurse to prevent social exclusion (HCC1, NC1, NB3, HC3, QAA1) A3. Major psychological and sociological perspectives related to health and the biopsychosocial and spiritual
needs of clients/ patients (HCC1, NC1, HC1, QAA1, FPP4) A4. The normal structure and function of all body systems and how they interrelate (NC1,HC1, HC2, QAA1) A5. A person centred approach to the assessment, planning, nursing diagnosis, implementation and evaluation of care for clients/ patients (HCC1, NC1, QAA1, QAA2, QAA3, FPP1,4) A6. The local, national and international legislation, policy, guidelines and/or statutory codes of conduct that inform professional and self regulation in nursing practice (HCC1, NC1, QAA1, QAA3, QAA4, FPP 5) A7. Professional values, ethical principles and anti-oppressive practice within professional caring relationships (HCC1, NC1, QAA3, QAA4, FPP1,6,13,14,15) A8. The principles and skills of effective communication and potential barriers when working in an interprofessional approach (HCA1, HCA2, HCA3, NA1, NA2, NA3, NB3, NC2, QAA2, QAA3, QAA4, FPP1,7,12,18) A9. Essential and nursing skills needed within safe practice, decision making and the importance of seeking supervision (NA1, NA2, NA3, NA4, NB3, NC1, NC2, QAA5, FPP1,2,3,6, 7,16,17,18, SPP1,2) A10. The roles and responsibility of the nurse and those who provide and assist in the provision of caring and within an evidence based context (HCC1, NC1, NC2, HC14,
HC5, QAA4, QAA5, FPP1,6, 13,14,15,16,17) b Intellectual skills be able to For Year 0 Year (level 3, FHEQ) I1. Use problem solving skills in the application of mathematical information and ICT (HCC2, NC2) I2. Begin to develop skills of analysis, interpretation and evaluation (HCC2, NC2) I3. Bring together principles and concepts from areas of biology, sociology and psychology and apply them in a particular context, expressing ideas logically and using appropriate specialist terminology (HCC1, NC1, HC8, QAA3) Teaching and learning methods/strategies: Interactive lecture, student led discussions, directed learning tasks, group work, preparing for and delivering presentations, practical, seminar activities, workshops, tutorials, interactive scenario based learning, simulated learning The learning and teaching strategies all pull together to move towards the aim of independent learning. The formal contact with students includes Lectures, Seminars, Workshops, Organised Debate and Presentations. Students will also be given the opportunity to take part in interactive lecture, student led discussions, directed learning tasks, group work, preparing for and delivering presentations, and practical tasks. I4. Recognise, recall and show understanding of specific biological facts, terminology, principles, concepts and practical techniques (HCC2, NC2, QAA1) I5. Select, organise and present relevant information clearly and logically, using appropriate vocabulary where appropriate.(hcc2, NC2) For Level 4 and 5 (FHEQ) B1. Define, recognise and prioritise problems, suggest solutions and report when necessary to relevant others (HCA1,NA1, NB3, QAA1, FPP3,4,6,12,18) Assessment Examinations, essays, learning portfolios, individual and group presentations, practical. B2. Accept responsibility for own actions and decisions whilst recognising the limitations of ones own practice (HCA1, HCA2, HCA3, HCA4, NA1, NA2, NA3, NA4, QAA3, QAA4, QAA5, FPP3,6,18,SPP1,2)
B3. Recognize the impact of ones own and others value judgments upon the health and well being of the individual (HCA3, HCB1. NA3, NB1, QAA5, FPP 13,14,15) B4. Critically reflect personal and professional development and review own progress towards improving knowledge that underpins safe and effective practice (HCA4, NA1, NB3, QAA8,SPP2) B5. Analyse, interpret and objectively evaluate information (HCB4, HCC2,NB4, NC1, QAA4, QAA6) B6. Relate theory and practice (HCC2, NC2, HC13, QAA3) c Practical/Professional skills be able to For Year 0 Year (level 3, FHEQ) P1. Use mathematical information and data, present and explain results were appropriate (HCC2, NC2) P2. Write to communicate information, ideas and opinions clearly and effectively, using terminology, length, format and style appropriate to purpose, content and audience (HCB1, HCB3, HCC2, NC2, QAA9) P3. Use ICT competently and effectively (HCC2, NC2) For Level 4 and 5 (FHEQ) C1. Successfully engage and disengage from therapeutic relationships whilst maintaining the boundaries of a professional caring relationship (HCA2, NA2, NB3, QAA9, FPP 10) C2. Use and apply appropriate skills Teaching and learning methods/strategies: Interactive lecture, student led discussions, directed learning tasks, group work, preparing for and delivering presentations, practical, seminar activities, workshops, tutorials, interactive scenario based learning, simulated learning The learning and teaching strategies all pull together to move towards the aim of independent learning. The formal contact with students includes Lectures, Seminars, Workshops, Organised Debate and Presentations. Students will also be given the opportunity to take part in interactive lecture, student led discussions, directed learning tasks, group work, preparing for and delivering presentations, and practical tasks. Assessment Examinations, essays, learning portfolios, individual and group presentations, practical.
of analysis and communication when working with others and maintaining the dignity and well being of all concerned (HCA3, HCA2, NA3, NA2, QAA7, QAA9, FPP7,10, 12,16,18) C3. Accept and contribute to person centred assessment and planning, documenting outcomes in partnership with clients and significant others (HCB2, HCA2, HCA3,, NB2, NB3, QAA8, FPP1,16,18, SPP1,2) C4. Contribute autonomously (within the limits of one s own abilities), to the implementation of a programme of nursing care designed and supervised by a first level registered nursing practitioner (HCA3, HCB2, HCB3, NB2, NB3, QAA5, QAA8, FPP1,2,6,18, SPP1,2) C5. Practice in a manner that takes issues of equality, diversity, the rights, choices, safety and wishes of others into consideration (FPP7,9,16) C6. Work independently and identify personal needs for personal and professional development on an ongoing basis (HCA4, NA4, QAA9,SPP1,2) C7. Demonstrate an understanding of the role of others by participating in inter professional care practice (HCA2, NA1, NA2, NA3, QAA7, FPP 13,14,15,18) C8. Conduct a range of appropriate activities skilfully, with professional accountability and in accordance with best/evidence-based practice and the NMC code of conduct (HCA1, HCA3, NA1, NA3, QAA7, QAA6, QAA8, FPP1,4,6,7, 8, 9, 10, 11, 13,14,15,16,17,SPP1) C9. Use examples to demonstrate
own contribution to the promotion of health, social inclusion and the protection of vulnerable adults (HCA2, HCB2, HCB3, NA2, NB3, NB3, QAA 8, FPP5,10,16) C10. Demonstrate and maintain the principles of client/patient confidentiality (HCA1, HCA2, HCA3, NA1, NA2, NA3, QAA7, FPP16) C11. Demonstrate an ability to safeguard self and others and apply ethical principles in relation to practice whilst respecting the rights of the patient/ client (HCA1, HCA3, NA1, NA3, FPP1,2,4,5,6,9,10,13,14,15, 16,SPP1) C12. Demonstrate an understanding of and the ability to implement health and safety, principles and policies and organisational/ trust policies relevant to professional responsibility (HCA1, HCA3, NA3, QAA7, QAA8, QAA9, FPP4, 5,8,9,10,11,13,14,15,16,18, SPP1) d Transferable skills be able to For Year 0 Year (level 3, FHEQ) T1. Work as a team member contributing ideas and developing plans (HCA3, HCC3, NA3, NC2, HS20) T2. Demonstrate self awareness and confidence in skills transferable to the workplace (HCA3, NC2, NA3, HS22, HS23) T3. Learn independently and work on own initiative(hca1, HCC2, NA1, NC2, HS19) For Level 4 and 5 (FHEQ) Teaching and learning methods/strategies: Interactive lecture, student led discussions, directed learning tasks, group work, preparing for and delivering presentations, practical, seminar activities, workshops, tutorials, interactive scenario based learning, simulated learning The learning and teaching strategies all pull together to move towards the aim of independent learning. The formal contact with students includes Lectures, Seminars, Workshops, Organised Debate and Presentations. Students will also be given the opportunity to take part in interactive lecture, student led discussions, directed learning tasks, group work, preparing for and delivering presentations, and practical tasks.
D1. Gather, interpret and evaluate evidence and information from a wide range of sources (HCA4, HCC2, NA4, NC2, HS18) D2. Use methods of enquiry and evidence based practice principles to select collect and interpret data in order to provide information that further informs or benefits practice (HCA4, NA4, NC2, HS21, FPP12) D3. Use logical and systematic thinking to deal with complex situations (HCA3, NA3, HS18) D4. Draw reasoned conclusions and sustainable judgments (HCA1, HCC2, NA1, NC2) D5. Demonstrate effective skills in communicating information, advice, instruction and professional opinion to individuals or groups including colleagues, patients/ clients, their relatives and carers(hca2, HCA3, HCA4, NA2, NA3, NA4, FPP6,10,12,18) Assessment Examinations, essays, learning portfolios, individual and group presentations, practical, simulations of practice. D6. Understand, manipulate, interpret and present numerical data (HCC2, NC2, HC21, FPP 12) D7. Engage with technology, particularly the effective and efficient use of information and communication technology (HCC2, NC2, HS21, FPP 16)
19 Programme structure FULL TIME Preliminary-Certificate Stage (Year 0) Code/Ne w Long thin modules (last two semesters) Title Core/ Option Credits Level Non - compen satable Weight ing Existing Numeracy C 20 3 Existing ICT C 20 3 Existing Literacy and Study Skills C 20 3 Existing Science C 20 3 Semester 1 modules Existing Principles of Essential Skills C 20 3 Semester 2 modules Existing Social Science Perspectives of Health C 20 3 Certificate Stage (Foundation Degree) Code/ New Long thin modules (last two semesters) Title Core/ Option Credits Level Noncompen satable Existing Health, Illness and Society C 20 4 Weight ing Existing Health and Social Policy C 20 4 Existing Research and Study Skills C 20 4 Existing Essential and Clinical Skills C 20 4 Semester 1 modules Existing Principles of Inclusive Practice C 20 4 Semester 2 modules Existing Practice Learning 1 C 20 4
Diploma stage Code/Ne w New Long thin modules (last two semesters) Title Psychology within a Healthcare Setting Core/ Option Credits Level Noncompen satable C 20 5 Weight ing Existing Anatomy and Physiology C 20 5 Existing Practice Learning 2 C 20 5 Existing Personal and Professional Development C 20 5 Semester 1 modules Existing Principles of Person Centred Planning C 20 5 Semester 2 modules Existing Working with Vulnerable Adults C 20 5
19 Programme structure PART TIME I Preliminary-Certificate Stage (Year 0) YEAR 1 Long thin modules: Code/Ne w Existing ICT Title Core/ Option Credits Level Noncompen satable C 20 3 Weighti ng Existing Literacy and Study Skills C 20 3 Existing Science C 20 3 YEAR 2 Long thin modules: Existing Numeracy C 20 3 Semester 1 modules Social Science Perspectives of New Health C 20 3 Semester 2 modules Existing Principles of Essential Skills C 20 3 I Certificate Stage (Foundation Degree) YEAR 1 Long thin modules Code/Ne w Title Core/O ption Credits Level Noncompen satable Weighti ng Existing Health, Illness and Society C 20 4 Existing Health and Social Policy C 20 4 Existing Research and Study Skills C 20 4
Existing Essential and Clinical Skills C 20 4 YEAR 2 Semester 1 modules Existing Principles of Inclusive Practice C 20 4 Existing Practice Learning 1 C 20 4 Semester 2 modules Principles of Person Centred Existing Planning C 20 5 Existing Working with Vulnerable Adults C 20 5 YEAR 3 Long thin modules Code/Ne w New Title Psychology within a Healthcare Setting Core/O ption Credits Level Noncompen satable C 20 5 Weighti ng Existing Anatomy and Physiology C 20 5 Existing Personal and Professional Development C 20 5 Existing Practice Learning 2 C 20 5
20 References used in designing the programme QAA Subject Benchmark Statements; Health Studies (2008) (Mapping Code: HS) QAA Subject Benchmark Statements; Healthcare programmes (2001) (Mapping Code: HC) QAA Subject Benchmark Statements; Nursing (2004) (Mapping Code: N) Department of Health The NHS Knowledge and Skills Framework (NHS KSF) and the Development Review Process (2004) Nursing and Midwifery Council The code: Standards of performance, conduct and ethics for nurses and midwives (2009) Nursing and Midwifery Council Standards for Pre-registration Nursing Education (2010a) (Mapping Code: FPP, SPP) Nursing and Midwifery Council Guidance on Professional Conduct for Nursing and Midwifery Students (2010b) NMC Clinical Skill Clusters (2007) Foundation Degree Qualifications Framework (QAA 2010) (Mapping code: QAA) The programme will follow the QA standards of the Grimsby Institute Group (the Institute) and University of Hull. The programme has been written with reference to appropriate external reference points. 21 Indicators of quality and standards QAA reviews, whether through the validating University or through the Institute will be published and any weaknesses addressed as appropriate. The Institute also undertakes a number of scheduled internal periodic and thematic reviews throughout each academic year to assure itself of the quality and standards of its provision. External Examiners reports are received by the university and a copy forwarded to the Dean of Higher Education and Quality and the relevant School within the Institute. The Institute and University require action plans to be created for any actions recommended as a result of student, tutor, moderator or External Examiner comments. These are reported to the relevant Joint Board of Studies and monitored by the University. The Institute also monitors External Examiner reports and these are reported on through faculty self evaluation documents, the Institute quality
enhancement report and the Institute's External Examiner's institutional analysis report. Annual course reviews (AMRs) will take place in line with the requirements of the University and Institute and actions planned to rectify any weaknesses and further develop the quality of the provision. These AMRs are moderated internally to the Institute by the HE Manager for Audit, Review and Enhancement to ensure key sources such as External Examiner reports are fully reflected upon before being published and also to reduce variability in the quality of information presented. The needs of disabled learners are taken into account in the design of all learning programmes. Students will be screened at induction to identify those with individual learning support needs.the Institute has well established procedures in place to support all identified students through the application and assessments for the Disabled Students' Allowance to secure any specialist equipment or tuition which is required. Students will also be invited in for advice and support through the DSA procedure. Each student is entitled to one tutorial per semester with the programme leader to discuss individual issues relating to both modules, the programme overall and their personal, professional and academic development. 22 Particular support for learning In addition, the Institute employs a Higher Education (HE) Study Skills Facilitator and a Higher Education (HE) Student Mentor. The HE Study Skills Facilitator is responsible for working with students to support them in the development of their study skill abilities and includes interventions such as support towards use of ICT, giving presentations, using formal writing and appropriate academic conventions, avoiding plagiarism, analytical and critical writing skills. Students have access to one support and also timetabled study skill workshops. The HE Student Mentor works with at risk undergraduate students giving advice and support to promote student progression within higher education. This highly visible role, the Mentor assists and guides students through ongoing encouragement and continuous engagement in their personal and professional growth and academic endeavours. Interventions include one
23 Methods for evaluating and improving the quality of learning to one sessions with individual students, focus or small group discussions, advocacy and referral to other Institute services. Whilst students are on placement they will be visited by either a member of the work based learning team, or the programme leader (Nurse Tutor). Placement changes at regular intervals and therefore all students are visited once within each placement. Students are supported throughout placements. All students will have the opportunity to comment on the quality of the learning experience on each module. Staff will also be expected to complete module evaluations for each module that they deliver. This feedback must be analysed by the module leader and the results fed into the annual monitoring report, faculty self evaluation document and subsequent year's module handbook. Programme and module leaders must give consideration to modification to improve the delivery of any module and this should be recorded in the annual monitoring report and carried forward to the awarding HEI for minor or major modifications as appropriate. The Institute's policy requires that all teaching staff should be observed delivering learning at least annually. Teaching and learning that does not reach the minimum expected standard will result in an action plan agreed between the line manager and the member of staff. Student satisfaction is measured by student surveys on larger courses, on the smaller courses student opinion may be gathered by other survey means. Student representatives are invited to course team meetings and additionally have the opportunity to raise items with the course leader at individual meetings outside the course team. Further, the Institute holds HE Student Subcommittee meetings each semester at which their remit is to: consider matters relating to the student experience within Higher Education enhance the learner voice within the Institute's Higher Education strategic and operational agenda look at areas for development provide feedback on areas of good practice put forward suggestions of the development of Institutional policy and strategy collate from and report back to other students any key themes and outcomes relating to the
learner experience 24 25 Identify any ethical issues that relate to this programme s teaching and assessment (supporting material may be monitored from time to time) Other sources of information about this programme The teaching and learning strategies employed by tutors within the Grimsby Institute Group and practice base mentors comply with the ethical values of the Grimsby Institute Group, and Primary Care settings. All staff teaching on the Programme are required to annually engage in continued professional development, to ensure quality of teaching and learning. Assessments are designed around the ethical practice of the University of Hull; and practice learning based modules are focused around enhancement of ethical practice and are designed to ensure client and organisational confidentiality. The School of Health and Social Care Sciences is committed to ethical standards, and as such placement contracts are signed and abided by both the organisation and student cohort. When submitting assessments students MUST adhere to professional principles of confidentiality as failure to do so may lead to action being taken to prevent students from completing their programme of study. For example: It is important that details are not disclosed that could lead to the identification of particular individuals, families/significant others or places. Information about the programme can be found on the Grimsby Institute website; and in the prospectus and programme leaflets. BA Health and Social Care top up at the Grimsby Institute of Further and Higher Education 26 FDs only: Articulation Route BSc Professional Health Studies (University of Hull) Level 5 Diploma/ Degree in Adult/ Branch Nursing (University of Hull: See appendix)