assessment matrices may be used depending on the nature of the assessment and these will be issued with the assessment brief. Take time to examine these carefully – it will help you to know what is expected of you! ASSESSMENT GRADING MATRIX FOR ESSAYS/REPORTS BAND Select and deploy relevant knowledge showing understanding of relevant literature/resources. Analyse and evaluate information, arguments and explanations, and apply theory to practice. Construct arguments and explanations using a range of available evidence and communicate these in a clear, structured manner, making use of appropriate vocabulary, citation and referencing. (85-100%) Outstanding .. in addition to criteria in the 70-84% band the student demonstrates comprehensive understanding of information extracted from recent / current thinking in the subject area suggests original interpretations or applications of theory evaluates, analyses and interprets information, arguments and explanations with outstanding clarity and skill reasons effectively towards a comprehensive and original conclusion distils and critically evaluates evidence and communicate this concisely (70-84%) Excellent a thorough, accurate knowledge with a clear and detailed understanding that meets module specific learning outcomes and assessment criteria coverage of a wide range of relevant literature/resources a high level of skill in interpretation, analysis and evaluation rigorous and consistent application of relevant theory to practice correctly distinguish relevant and important factors integrate these factors into a balanced, well-focused and convincing argument/explanation reason effectively towards an individual and informed conclusion contain detailed citation and referencing correctly use grammar, punctuation and spelling (60-69%) Very Good A very good, accurate knowledge and understanding that meets module specific learning criteria a very good awareness of a range of relevant literature/resources A very good level of skill in interpretation, analysis and evaluation Consistent application of Identify the most important factors present a relevant argument/explanation clearly if, at times, lacking incisiveness
Healthcare Programmes (2001) Health Studies (2002) Social Policy and Administration and Social Work (2000) Skills for Health, Sector Skills Council for Health: National Occupational Standards (NOS) and National Workforce Competences (NWC) Date of Programme Approval: 31 May 2015 PS2. Brief Description of the Programme This text is definitively approved at programme approval and therefore may be directly used for promotion of the programme without the need for further confirmation (approx. 200-250 words) This exciting HNC/FdSc is for people who work, or who want to work, in the healthcare sector in an extended support role. It provides a thorough grounding in transferable clinical skills and underpins these with current, relevant theory. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications. PS3. Details of Accreditation by a Professional/Statutory Body (if appropriate) N/A PS4. Exceptions to Plymouth University Regulations (Note: Plymouth University’s Academic Regulations are available internally on the intranet: ) N/A PS5. Programme Aims This programme will deliver: Equip students with the practical skills and underpinning theoretical knowledge to competently undertake designated healthcare roles Provide students with a supportive and stimulating learning experience and introduce the concept of lifelong learning
issues across a range of disciplines (page 2) Social Policy and Administration and Social Work (2000) Sensitivity to the values and interests of others: social policy equips students to identify and take account of the normative and moral positions of others in order to understand how human needs are felt and met (page 4) Structure and function of the human body Biological, psychological and sociological influences on health, illness and disability The context of healthcare provision including the structure, policies and delivery of healthcare within the NHS and wider healthcare community Evidence Based Practice Ethical practice Designated healthcare roles A wide range of student centred approaches are used including lectures, seminars, workshops, group work, e-learning and directed study. Critical incident analysis and reflection on practice are used to enable theory/practice links. Inter-professional learning is emphasised in practice. None 1 1 3 1,2,3,4 1,2,3 1 FDQB para 33 Healthcare p4 Health Studies p1 Social Policy p3 FDQB para 33, Para 42 Healthcare p4 Health Studies p1 FDQB para 42 Healthcare p4 Health Studies p1 A variety of assessment methods are used to emphasise theory/practice links throughout the programme. These include essays, competency based practice portfolios, scenario analysis, tests, seminar presentations and debates. Theory and practice are summatively assessed against defined academic and work based competencies. CORC1207 HEAA125 CORC1013 CORC1114 CORC1115 HEAA127 HEA273 HEAB219 HEAB221 CORC2165 HEAB219 HEAB221 CORC2165 HEAB219 HEAB221 of
and presenting numerical data Evaluate own academic, and clinical performance Take responsibility for personal and professional learning and development Manage time, prioritise workloads, recognise and manage personal emotions and stress Understand career opportunities and challenges ahead and begin to plan a career path Demonstrate literacy and numeracy skills Transferable skills are generally incorporated within modules. The engagement in practice provides an opportunity for students to demonstrate many of these skills and to be assessed in the practice area. Individual reflection and group work also develop these skills. The use of e-learning is particularly effective in developing confidence with ICT. Academic study blocks followed up by study days linking theory to practice throughout the programme. None 2,4 1,2 2 1,3 FDQB p9 Healthcare p5 FDQB p5 Health Studies p3 A variety of assessment methods are used that incorporate assessment of transferable skills. These include competency based practice portfolios, process mapping, seminar presentations and debates, reflective assignments and change management projects. CORC1013 HEAA127 HEAB219 HEAB221 CORC2165 HEAB219 HEAB221 CORC2165 Key transferable skills are developed through a range of different learning opportunities and assessment tasks. These tasks are designed to drawn on existing understanding so the student can progress own knowledge and understanding through discussion, reflective activities, personal case studies and taught sessions. Learning material is up to date and reflects the professionalism of the Healthcare Practice sector. Students have opportunities on the programme to develop effective communication skills through activities that require them to work in groups, to feedback individual research projects and to write and present work to a high literary standard and the latest presentation IT formats. Foundation Degree Qualification Benchmark (FDQB)
SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 38.5 Core Material Guided Independent Study 161.5 Students are expected to put in time outside of taught sessions. Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ % Total = 100% Coursework C1 Written Assignment 100% Total = 100% Practical P_ % Total = 100% Updated by: Jacqueline Sheldon Date: 18/11/15 Approved by: HE Operations Date: 18/11/15 Recommended Texts and Sources: SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.
Scheduled Activities Hours Comments/Additional Information Lectures Core Material Work-based Learning Guided Independent Study Students are expected to put in time outside of taught sessions. Total (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ % Total = 100% Coursework C1 Written Assignment 100% Total = 100% Practical P1 Competencies 100% Total = 100% Work-based competencies on a Pass/Fail basis. Updated by: Jacqueline Sheldon Date: 18/11/15 Approved by: HE Operations Date: 18/11/15 Recommended Texts and Sources: Barrett G, Sellman D and Thomas J (Eds) (2005) Interprofessional Working in Health and Social Care: Professional Perspectives Palgrave Macmillan Bulman C., Schutz S. and Burns S. (2004) Reflective Practice in Nursing: The Growth of the Professional Practitioner Blackwell Publishing Jasper M. (2003) Foundations in Nursing and Health Care: Beginning Reflective Practice (Foundations in Nursing and Health Care) Nelson Thomes
• Identifying challenges and resistance to change SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions] Scheduled Activities Hours Comments/Additional Information Lecture 38.5 Core Material Guided Independent Study 161.5 Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc) Category Element Component Name Component Weighting Comments include links to learning objectives Written exam E_ % Total = 100% T_ % Total = 100% Coursework C1 Project and Report Presentation 70% 30% Total = 100% Practical P_ % Total = 100% Updated by: Jacqueline Sheldon Date: 18/11/15 Approved by: HE Operations Date: 18/11/15 Recommended Texts and Sources: Bulman C., Schutz S. and Burns S. (2004) Reflective Practice in Nursing: The Growth of the Professional Practitioner. Blackwell Publishing Jasper M. (2003) Foundations in Nursing and Health Care: Beginning Reflective Practice (Foundations in Nursing and Health Care) Nelson Thomes