Certificate in Higher Education

Health Care Support Worker

Programme

Adult, Mental Health, Child

Programme Handbook:

September 2011 Cohort

School of Health and Social Sciences

Programme Leader: Carol Lincoln and Kate Brown

Student Name:

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Contents

SECTION 1- PURPOSE OF YOUR HANDBOOK...........................................................................................5

SECTION 2 - WELCOME TO THE SCHOOL.................................................................................................6

2.1 WELCOME FROM THE DEAN...............................................................................................................62.2 WELCOME TO YOUR PROGRAMME – CERTIFICATE IN HIGHER EDUCATION – HEALTH CARE SUPPORT WORKER. . .7

2.2.1 Adult Health Care Practice.......................................................................................................72.2.2 Mental Health Care Practice....................................................................................................72.2.3 Child Health Care Practice........................................................................................................82.2.4 Philosophy of the programme..................................................................................................9

SECTION 3 - PROGRAMME STAFF......................................................................................................... 10

SECTION 4 - PROGRAMME SPECIFICATIONS..........................................................................................12

4.1 CERTIFICATE IN HIGHER EDUCATION – HEALTH CARE SUPPORT WORKER...................................................13

SECTION 5 – CALENDAR....................................................................................................................... 22

SECTION 6 - ACCREDITATION OF PRIOR LEARNING (APL)......................................................................23

SECTION 7 - LEARNING, TEACHING AND ASSESSMENT WITHIN YOUR PROGRAMME.............................25

7.1 LEARNING AND TEACHING METHODS..................................................................................................257.2 MONITORING AND ENHANCING THE PRACTICE LEARNING ENVIRONMENT....................................................287.3 ASSESSMENT STRATEGY....................................................................................................................28

7.3.1 Assessment methods in your programme..............................................................................297.4 MARKING AND MODERATION............................................................................................................297.5 ASSESSMENT FEEDBACK....................................................................................................................30

7.5.1 Grading Scale.........................................................................................................................307.5.2 Module Grades.......................................................................................................................30

7.6 RESUBMISSIONS..............................................................................................................................317.7 DEFERRAL......................................................................................................................................327.8 EXTENUATING CIRCUMSTANCES.........................................................................................................327.9 ASSESSMENT OFFICER SUPPORT.........................................................................................................327.10 ACADEMIC DISHONESTY AND PLAGIARISM............................................................................................327.11 RETURN OF COURSEWORK.................................................................................................................337.12 ASSESSMENT MAP - CERTIFICATE HE HEALTH CARE SUPPORT WORKER....................................................347.13 PROGRESSION.................................................................................................................................357.14 GRADUATE AND TRANSFERABLE SKILLS.................................................................................................357.15 LEARNING RESOURCES......................................................................................................................36

SECTION 8 - STUDENT SUPPORT........................................................................................................... 37

8.1 COMMUNICATION PROCESSES............................................................................................................378.2 MISIS - ACCESSING YOUR OWN RECORDS............................................................................................378.3 MIDDLESEX E-MAIL – YOUR ACCOUNT FOR LIFE...................................................................................378.4 LEARNER DEVELOPMENT UNIT...........................................................................................................388.5 OASISPLUS....................................................................................................................................398.6 STUDENT PORTAL 24/7...................................................................................................................398.7 ACADEMIC SUPPORT........................................................................................................................408.8 SPECIALIST ADVICE AND SUPPORT.......................................................................................................41

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8.9 COUNSELLING.................................................................................................................................418.10 DISABILITY SUPPORT SERVICE............................................................................................................428.11 THE CAREERS SERVICE......................................................................................................................42

SECTION 9 - PROFESSIONAL REQUIREMENTS FOR THE HEALTH CARE SUPPORT WORKER PROGRAMME...................................................................................................................................... 44

9.1 CODE OF CONDUCT..........................................................................................................................449.2 FITNESS FOR PRACTICE.....................................................................................................................449.3 CONFIDENTIALITY IN WRITTEN WORK...................................................................................................449.4 ATTENDANCE..................................................................................................................................459.5 IMPLICATIONS OF SICKNESS AND ABSENCE...........................................................................................469.6 SUPPORT FOR ILL HEALTH.................................................................................................................469.7 MANAGEMENT OF REPEATED NON-ATTENDANCE..................................................................................469.8 RECORDING AND REPORTING SICKNESS AND ABSENCE............................................................................46

SECTION 10 - QUALITY ASSURANCE AND ENHANCEMENT OF YOUR PROGRAMME................................48

10.1 STUDENT REPRESENTATIVES..............................................................................................................4810.2 BOARDS OF STUDY..........................................................................................................................4810.3 SCHOOL BOARD OF STUDY................................................................................................................4910.4 PROGRAMME EVALUATION FORMS.....................................................................................................4910.5 SUGGESTIONS AND COMPLAINTS........................................................................................................5010.6 HEALTH, SAFETY AND WELFARE.........................................................................................................5010.7 PERSONAL EVACUATION PLANS..........................................................................................................5010.8 MIDDLESEX UNIVERSITY STUDENTS UNION..........................................................................................51

SECTION 11 – YOUR MODULES YEAR 1.................................................................................................52

APPENDIX 1......................................................................................................................................... 71

ACCESSING UNIVERSITY IT SYSTEMS.................................................................................................................71Appendix 2 – Code of Conduct................................................................................................................74

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Section 1- Purpose of your handbook

The purpose of this handbook is to provide you with information about your Programme of study and to direct you to other general information about studying at Middlesex University.

This handbook must be read in conjunction with the University Regulations at www.mdx.ac.uk/regulations/. The material in this handbook is as accurate as possible at the date of production.

Your comments on any improvements to this handbook are welcome - please put them in writing (with name of handbook) to:

Programme Leaders:

Carol LincolnLecturer in Nursing and Primary CareFurnival BuildingArchway Campus0208 411 5961

Kate Brown Principal Lecturer in Primary Care and Child HealthFurnival BuildingArchway Campus0208 411 6930

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Section 2 - Welcome to the School

2.1 Welcome from The Dean

Welcome to the University and to the School of Health and Social Sciences. This programme handbook should be treated as though it is our contract with you – keep it safely so that you may refer to it throughout your time here at Middlesex. It contains an overview of the framework of your programme and the content of its modules. It signposts key contacts and information you need to progress your studies and to get the most out of student life.

From our side we will deliver the best student experience we can, so that you can build on your skills and knowledge and reach your full potential that you can. In return, we expect you to engage actively in the learning process, to be fully committed to your studies and determined to succeed.

In your early weeks, this includes reading through this handbook and consulting the other information sources flagged here. You are not expected to absorb everything in detail, but to be aware of the main resource documents and their contents. In particular as an enrolled Middlesex student, you have certain rights but also specific responsibilities. See the full University Regulations http://www.mdx.ac.uk/regulations in particular ‘University Membership’, and if you have not already done so, explore http://www.24-7.mdx.ac.uk, the student portal which contains detailed advice and support to assist you further.

We know it takes time to settle in to University life whilst balancing your study and work commitments. If you still have questions to ask, your first port of call should be your Programme Leader. We wish you well in your future studies. Here at Middlesex we are very proud of our academic programmes and students, and we look forward to working with you over your programme.

Jan Williamsj.williams@mdx.ac.uk

Hendon Campus

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2.2 Welcome to your programme – Certificate in Higher Education – Health Care Support Worker

We would like to welcome you to Middlesex University.

You will have come to the start of this programme from a variety of backgrounds, and with a wide range of useful life experiences. We want to help you build upon your experiences so far, and make these contribute to the successful completion of your programme, thereby ensuring you have the opportunity to develop and enhance the appropriate employability skills.

The programme will provide you with a strong foundation on which to consolidate your current health care practice. We will assist you in developing / enhancing vital skills to do this, i.e. skills to learn, and skills to care for others. Caring for patients / clients is central to health care practice.

The programme is one year in length and supports your continuing professional development for your chosen field of health care practice, Adult, Mental Health or Child. The programme and the programme team will support your learning needs, which will change through the year as you progress to becoming a more independent learner. The programme is developed and delivered, both within the University and in the NHS. It comprises theory and practice learning, which are integrated throughout your programme and reflected in the assessment of practice and theory in contributing to your final award. In conjunction with your employer we will ensure that your programme meets the Learning Outcomes as articulated in the programme specification, within both theory and practice. All students share learning within Year 1 of the programme irrespective of your fields of health care practice. There are both generic and field components in this first year that is studied by all students.

2.2.1 Adult Health Care PracticeThis field of health care practice will help you to acquire the knowledge, skills, and attitudes to be able to practice compassionately, skilfully and safely whilst maintaining dignity and promoting health. It will help you to meet the essential physical and mental health needs of people of all ages and abilities who come into your care.

The ethos of this field of practice is patient-centred, acknowledging the differing needs, values and beliefs of people from ethnically diverse communities and an age group ranging from young adulthood to the older person. You will be working in partnership and under supervision / guidance of, and in partnership with other health and social care professionals and agencies, and service users and carers in a range of community and hospital based settings.

2.2.2 Mental Health Care Practice This field of health care practice will help you to acquire the knowledge, skills and attitudes to be able to practice compassionately, skilfully and safely whilst maintaining

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dignity and human rights. It will enable you to work with people of all ages using a values-based mental health framework. This is to promote positive relationships focusing on social inclusion, human rights and recovery. The HCSW programme will help you develop your work under supervision / guidance, and in partnership with other health and social care professionals and agencies, service users and their carers, fostering decisions about care that are shared.

2.2.3 Child Health Care Practice This field of health care practice will help you to acquire the knowledge, skills and attitudes to be able to practice compassionately, skilfully and safely whilst maintaining dignity and human rights within the context of the child and family. The programme will help you understand the role of the HCSW as an advocate for children, young people and their families, who work in partnership to promote health and well-being, and with supervision / guidance to plan and deliver child and family centred care, education and support.

The academic requirements for this programme are detailed within this handbook and you are strongly advised to read this from the start of your programme.

It is important to the programme team that you enjoy your student experience at Middlesex University, whilst ensuring you become competent and safe HCSWs within your chosen field of health care practice.

We will seek feedback from you and make every effort to support and guide you in your achievement of this.

We wish you success for your programme and your future career!

The Programme Team 2011

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2.2.4 Philosophy of the programme Our aim is to produce a Health Care Support Worker who is able to provide safe and effective care under the delegation of a registered nurse. This Health Care Support Worker will deliver individualised care and will always consider the social context of care and be able to assess and manage risks in that environment. She/he will demonstrate warmth, empathy and self awareness. She/he will be committed to working in partnership with service users and colleagues and demonstrate a personal commitment to life-long learning.

The curriculum will place the highest value on learning in practice and relate every aspect of the student experience to this goal to ensure that she/he is provided with the learning opportunities for building the knowledge, skills and attitudes required for safe practice.

On completion of the programme the Health Care Support Worker will be able to integrate their learning in theory and practice and demonstrate the competence and confidence required of them. They will possess the ability to contribute with other health professionals in the delivery of care and use their knowledge and skills to support decisions which are made in the best interest of the patient / client / service user.

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Section 3 - Programme Staff

Your programme is delivered by a team of enthusiastic, experienced academic and clinical practitioners across various campuses. Their details are listed below;

Title Director of Programmes for Pre-qualifying and Undergraduate Nursing Framework

Name Charmagne BarnesCampus Archway Campus, Room 612 Telephone 020 8411 6725E-mail C.Barnes@mdx.ac.uk

Title Head of Practice Based LearningName Kathy WilsonCampus Archway Campus, Room 201Telephone 020 8411 6676E-mail K.Wilson@mdx.ac.uk

Title Director of Programmes Initial Nursing and CPDName Marion TaylorCampus Hendon Campus, Town Hall/Annex/3rd floorTelephone 020 8411 4320E-mail M.Taylor@mdx.ac.uk

Programme Leaders:

Name Carol LincolnTitle Lecturer in Nursing and Primary CareCampus Furnival Building, Archway CampusTelephone 0208 411 5961E-mail C.Lincoln@mdx.ac.uk

Name Kate Brown Title Principal Lecturer in Primary Care and Child HealthCampus Furnival Building, Archway CampusTelephone 0208 411 6930E-mail K.Brown@mdx.ac.uk

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Departmental Administrators:

Premila Kara, Pre-qualifying Nursing Framework Assessment & Review Officerp.kara@mdx.ac.uk, 0208 411 4461, Furnival Building, Room 538, Archway Campus

Russell Freedman, Department and Programme Administrator, r.freedman@mdx.ac.uk 0208 411 6261, Town Hall, Annex T304, Hendon Campus

Colin Allison, Department and Programme Administrator c.allison@mdx.ac.uk, 0208 411 6261, Town Hall, Annex T303, Hendon Campus

Athena Bradley, Department and Programme Administrator A.Bradley@mdx.ac.uk, 0208 411 6756, Furnival Building, Room 538, Archway Campus

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Section 4 - Programme specifications

The following programme specification will give you the necessary detail to understand how your programme is structured. The curriculum map allows you to understand the programme outcomes you are required to achieve and how these are assessed within the modules of study. You will also see a diagrammatic representation of your programme, which will make it easier to understand.

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4.1 Certificate in Higher Education – Health Care Support Worker

Programme Specification

1. Programme title Certificate in Higher Education (Health Care Support Worker)

2. Awarding institution Middlesex University

3. Teaching institution Middlesex University

4. Programme accredited by N/A

5. Final qualification Cert HE

6. Academic year 2011-12

7. Language of study English

8. Mode of study Full Time

9. Criteria for admission to the programme Experience of working in health care setting Equivalent of 5 GCSE’s at grade A – C, including Maths and English or equival-

ent e.g. NVQ Level 2 in Health and Social care Successful interview, including numeracy and literacy test

10. Aims of the programmeThe programme aims to:

Provide students with the opportunity to develop the knowledge, attitudes and skills required to work as a Health Care Support Worker (HCSW) within healthcare practice.

11. Programme outcomesA. Knowledge and understandingOn completion of this programme the successful student will have knowledge and understanding of :

The context in which they work – the health care setting

NHS policies determining the para-meter of their role

Biopsychosocial concepts relevant to role

Teaching/learning methodsStudents gain knowledge and understanding through seminar group work, simulated learning, practice placements, lectures, tutorials, e-learning, support from academic staff and guided independent study.

The learner is encouraged to develop a deep approach to learning through year long modules that encourage independent

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reading alongside taught components. This approach assists with a broadening of knowledge and an understanding of subject matter.

Assessment methodsA range of assessment methods, both formative and summative, assesses students’ knowledge and understanding as specified in each module outline. All learning outcomes in a module are assessed and the mode of assessment is specified and mapped against each outcome.

A variety of approaches to assessment are used, including self, group, supervisor and online assessments.

B. Cognitive (thinking) skillsOn completion of this programme the successful student will be able to:

Demonstrate use of judgement in practicing in healthcare setting

Contributing to surveys or audits relevant to role in practice

Use and analyse numerical data for practice

Teaching/learning methodsStudents learn cognitive skills through problem solving, reflection and role modelling individually and in groups, both in the practice environment and in the University.

Learning to apply knowledge and skills to health care practice is facilitated via case studies and placement learning. Students are engaged in discussion of the key issues, in consideration of applying theoretical and practical concepts and undertake this orally, in writing and in practice.

Assessment methodsStudents’ cognitive skills are assessed formatively and summatively using a variety of methods including: presentations, essay writing, log reports, and practice assessment.

C. Practical skillsOn completion of the programme the successful student will be able to:

Demonstrate caring clinical skills for healthcare practice

Demonstrate competence in the role of the HCSW in practice

Teaching/learning methodsStudents learn practical skills through placement learning and simulated learning in collaboration with clinical supervisors and clinical placement facilitators. Role modelling plays a significant part in the student’s skills development.

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Demonstrate awareness of the val-ues and attitude relevant in health-care practice

Independent learning is provided as part of directed and self directed learning with an additional 20 negotiated study days to maximise this. Skills sessions will be taught and rehearsed throughout the programme in skill labs and in the clinical environment.

Assessment methodsStudents’ practical skills are assessed formatively and summatively. Methods of assessment include the use of an assessment of practice document (APD), to assess the student’s progress in practice. This comprises a learning agreement and assessment of skills and a set of standards.

Maintaining a Personal Development Plan that enables the student to reflect on practice learning, will be a requirement for all students on this programme.

D. Graduate and Transferable skillsOn completion of this programme the successful student will be able to:

Utilise written and oral communica-tion skills clearly in academic and practice setting

Demonstrate skills for study and personal development planning

Make appropriate use of informa-tion technology

Numeracy Team working

Teaching/learning methodsStudents acquire graduate and transferable skills through personal development planning to ensure these skills are met at the end of the programme. These skills are embedded in the modules across the programme, and applied and developed in clinical practice.

Assessment methodsStudents’ graduate and transferable skills are assessed formatively and summatively. Methods include: written review of development of skills, reflective writing, practice assessment, e-learning and completion of a personal development plan.

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12. Programme structure (levels, modules, credits and progression requirements)

12. 1 Overall structure of the programme

Cert HE120 cr @ L4

Health Care Support Worker (Adult, Mental Health, Child)

12.2 Levels and modulesStarting in academic year 2010/11 the University is changing the way it references modules to state the level of study in which these are delivered. This is to comply with the national Framework for Higher Education Qualifications. This implementation will be a gradual process whilst records are updated. Therefore the old coding is bracketed below.Level 4 (1)

COMPULSORY OPTIONAL PROGRESSION REQUIREMENTS

Students must take all of the following:

NIP 1013 – Study Skills and Personal Development

NIP 1014 – Foundations for Health Care Practice

NIP/MHR/PHC 1015 – Foundations for Field of Health Care Practice

NIP 1008 – Essential Skills for Health Care Practice

NIP/MHR/PHC 1016 – Health Care Practice 1

Compensation may be applied to NIP 1013

All other modules on the programme must be passed.

12.3 Non-compensatable modules (note statement in 12.2 regarding FHEQ levels)Module level Module code4 NIP 1014, NIP/PHC/MHR 1015, NIP 1008, NIP/PHC/MHR 1016

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15 credits

Study Skills & Personal

Development Planning

NIP 1013

30 credits

Foundations for Health Care

Practice

NIP 1014

30 credits

Foundations for Field of

Health Care Practice

NIP / MHR / PHC 1015

15 credits

Essential Skills for

Health Care Practice

NIP 1008

30 credits

Health Care Practice 1

NIP / MHR / PHC 1016

13. Curriculum map See attached.

14. Information about assessment regulationsAssessment regulations follow Middlesex University’s Academic Regulations. In addition the framework requires that:

Where there is more than one component to a module assessment, the marks are aggregated and a grade given using the Middlesex University 20 point scale

Practice will be graded a ‘Y’ (un-graded pass). Failure will be graded a 19 (non-compensatable); non-submission will be graded a 20 (non-compensatable)

Only NIP 1011 can be compensated in this programme

Automatic deferral is not permitted for students on this programme

Students on this programme will not be able to retake a failed module at their own expense. This applies to all modules on this programme.

Students must meet the attendance requirements of the programme which is 75% attendance on the theory and practice components of the programme.

15. Placement opportunities, requirements and support (if applicable) Students on this programme will be employees of their nominating NHS Trusts.

Students will be expected to undertake 675 practice hours (18 weeks) to meet the practice learning outcomes of the programme.

Practice experiences will take place in the students’ nominating Trust. Where it is deemed desirable by the Programme Leader and nominating Manager, there may be opportunities for placements and or observation visits outside the stu-dents’ normal place of work.

Staff within the School of Health and Social Sciences work in partnership with practice placement providers to ensure that the practice learning environment is conducive to meeting the individual learning needs of the student and a robust process of quality monitoring of the learning environment is in place.

Where students need to gain practice experience outside of their normal place of work, they will be given notification of their allocated placements in advance and it is their responsibility to contact the placement as instructed, for details of their duty rota. Contact details are made available prior to placements.

Healthcare practice is required throughout the 24-hour period. Duty rotas will re-flect this and will include early, late, night, weekends and Bank Holiday shift pat-terns.

Each practice area has an allocated Link Lecturer and practice placement inform-ation to further support clinical learning. Practice placements are assessed using the assessment of practice document. Students are expected to work with their assigned supervisor at least twice per week. The rest of the time, they may work with other qualified members of staff.

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16. Future careers (if applicable)On successful completion of the programme, students may be eligible to progress on to the Dip HE Assistant Practitioner programme, subject to nomination by their employing NHS trust.

17. Particular support for learning (if applicable) Personal and Professional Development Tutor

Clinical learning supported by named supervisor within clinical areas and an al-located Link Lecturer for each placement area

Clinical placement folders

Programme handbook for practice placement

Clinical skills laboratories at Archway

Learning Development Unit

OASISplus (web-based learning)

Disability Unit and special learning needs support

Counselling

18. JACS code (or other relevant coding system)

B790

19. Relevant QAA subject benchmark group(s)

Health Care Programmes

20. Reference pointsCode of Conduct for student health care support workers (HCSW and AP) - MU and Clinical reference Group January 2011Code of Conduct for Healthcare Support Workers (The Scottish Government, Edinburgh, 2009)Equity and excellence: Liberating the NHS (DoH, 2010) Essence of Care (DoH 2001)Essential Skills Clusters (NMC 2007)Knowledge and Skills Framework (DoH 2003)Making a Difference (DoH 1999)Middlesex University (2010/11) Learning and Quality Enhancement Handbook, London MUMiddlesex University (2010/11) Regulations. London MUMiddlesex University (2006) The Learning Framework, London MUNational Service Framework (DoH 1999, 2000, 2001, 2004)Quality Assurance Agency (2001) Code of practice on placement learning, London QAAQuality Assurance Agency (2000) Framework for Higher Education Qualifications, London QAASchool of HSSC (2002/5) Maintenance and enhancement of quality and standards, HSSCSchool of HSSC Curriculum policy and strategy framework (2002/5)School of HSSC Learning, Teaching and Assessment Policy and Strategy (2002/5)The New NHS Modern and Dependable (DoH 1997)The Ten Essential Shared Capabilities (DoH, 2004)Every Child Matters (2004)

21. Other informationNone

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Please note programme specifications provide a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve if s/he takes full advantage of the learning opportunities that are provided. More detailed information about the programme can be found in the rest of your programme handbook and the university regulations.

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Curriculum map for Cert HE Health Care Support Worker

This section shows the highest level at which programme outcomes are to be achieved by all graduates, and maps programme learning outcomes against the modules in which they are assessed.

Programme learning outcomes

Knowledge and understanding Practical skillsA1 The context in which they work – health care setting C1 Demonstrate caring clinical skills for healthcare practice

A2 NHS policies determining the parameter of their role C2 Demonstrate competence in the role of the HCSW in practice

A3 Biopsychosocial concepts relevant to role C3 Demonstrate awareness of the values and attitude relevant in healthcare practice

Cognitive skills Graduate SkillsB1 Demonstrate use of judgement in practicing in healthcare

settingD1 Utilise written and oral communication skills clearly in

academic and practice setting

B2 Contribute to surveys or audits relevant to role in practice D2 Demonstrate skills for study and personal development planning

B3 Use and analyse numerical data for practice D3 Make appropriate use of information technology

D4 Numeracy

D5 Team Working

Programme outcomes A1 A2 A3 B1 B2 B3 C1 C2 C3 D1 D2 D3 D4 D5Highest level achieved by all graduates4 4 4 4 4 4 4 4 4 4 4 4 4 4

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Module Title Module Code by Level

Programme outcomes A1

A2

A3

B1

B2

B3

C1

C2

C3

D1

D2

D3

D4

D5

Study Skills and Personal Development NIP 1013 x x x x x x xFoundations for Health Care Practice NIP 1014 x x x xFoundations for Field of Health Care Practice

NIP / MHR / PHC 1015

x x x x x x x x

Essential Skills for Health Care Practice NIP 1008 x x x x x x x x x xHealth Care Practice 1 NIP / MHR / PHC

1016 x x x x x x x x x

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Section 5 – Calendar

Week beginning

Induction Week 19th September 2011

Theory Block 26th September (1)3rd October (2)

Practice 10th October – 6th NovemberTheory Block 7th November (3)Practice 14th November – 11th DecemberTheory Block 12th December (4)Reading weeks 19th December – 8th Jan 2012Practice 9th Jan – 5th FebTheory Block 6th Feb (5)Practice 13th Feb – 11th MarchTheory Block 12th March (6)Reading weeks 19th March – 1st AprilPractice 2nd April – 22nd AprilTheory Block 23rd April (7)

30th April (8)Reading weeks 7th May – 21st May

NB. Annual Leave is negotiated with employing Trust, and cannot coincide with teaching blocks

NB. 20 self directed study days to be taken within the 8 identified reading weeks

Students continue to be enrolled on the programme until 16th September 2012.

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Section 6 - Accreditation of Prior Learning (APL)

APL is described as the process for identification, assessment and formal acknowledgement of prior learning and achievement (QAA, 2004) to which academic credit can be awarded. APL can be in the form of accreditation of prior certificated learning (APCL) and / or accreditation of experiential learning (APEL).

APCL is the recognition to learning which has been formally assessed and for which certificates have been awarded.

To gain academic credit in recognition of your previous learning / experience, you will be required to go through a profiling interview with the relevant Programme Leader. You will be asked to submit a portfolio, detailing evidence of learning, which will be presented at the University’s Accreditation Board. This Board will determine the exact amount of credit that will be awarded. Not all awards are recognised in Higher Education and you will be advised on your claim by your Programme Leader.

Only prior learning which is an equivalent or higher level to the programme currently under study will be accepted. You will need to provide as much evidence as possible to support your claim. Evidence could be a transcript of your course / programme; learning outcomes; a summary of learning that is relevant to your claim. Remember, when you are seeking accreditation of your prior learning, the board will need to be assured that the learning derived form your past programme / experiences is equivalent to that of the learning that might have otherwise been achieved if your were to undertake those specific modules.

Normally the award should have been achieved within five years of the claim. You should note that award of credits can only be used on one single occasion.

APEL relates to the learning and capabilities gained from experience gained through your experiences within the work place or other experiences. This type of learning is more difficult to identify and evidence. If you wish to claim for learning through experi-ence you will need to provide a portfolio that is broken down into ‘areas of learning’ (AOL). These AOL give you the opportunity to discuss how your learning has de-veloped over time.

Following a decision, you will be supported by the relevant Programme Leader to map out your individual programme; ensuring that the programme meets both your individual needs and professional standards, required for registration.

It is anticipated that your claim for APL will have been identified at the point of recruitment and selection. If this has not happened, you will need to contact your Programme Leader within the first few days of commencing the programme.

Equivalent entry qualifications for those entering the Cert HE / Dip HE

If you have completed an NVQ level 3 or 4 in Health or Social Care or accredited NVQ training qualification recognised by the University, there can be APL to allow entry to the HCSW programme, as this equates to 5 GCSEs including English and Maths. There remains the requirement for an interview including testing of Maths and English, which is part of our recruitment and selection procedure.

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APL for those entering the Cert HE

If you have completed previous modules within the university specifically the IPL/PHC modules for Health Care Support Workers then, 45 credits from the IPL suite of mod-ules, at Level 4 (previously HE Level 1), will allow entry to the HCSW programme as this equates to 5 GCSEs including English and Maths. There remains the require-ment for interview with a Maths and English test

If a student has only 15-30 credits from the IPL modules they will not have sufficient credits to allow entry to the programme. If a student wants to access the programme, they will need to make a claim for further credit (at least 15 @ Level 4, previously HE Level 1) by providing evidence of learning from experience, through the APEL pro-cess. This would be assessed in the usual way as described above.

APL guidance for those entering the DiP HE

Successful completion of the Cert HE will allow direct entry into Year 2 of the DiP HE.

APL for those entering the BSc (Hons) Nursing Programme

Successful completion of the Dip HE including a pass grade on NIP 2203 Approaches to Health and Social Care Research, can be taken as APL against the learning outcomes of the BSc Nursing (Hons) programme. This programme would be a minimum of 18 months in line with the NMC standards. However progression to the 3rd year of the BSc will require an individualised programme to ensure that students have met all the Nursing and Midwifery (NMC) progression points (professional body requirements) for end of Year 2 of the BSc (Hons) Nursing programme. It is anticipated that it will take a minimum of 6 months to complete all the professional requirements for progression to Year 3.

Exemption

Students with accredited education and / or experience may be eligible for certain exemptions. This means you would not be awarded the credits for that module (so you would need to undertake the assessment and some of the learning activities) but you would not be required to attend all the sessions / participate in all the learning activities. More information can be obtained from the University Regulations published annually.

Accreditation, Registration and Academic Award Middlesex University operates a credit accumulation and transfer scheme that gives you credits for each module that you undertake. This is explained in detail in the Uni-versity Regulations.

Reference The Quality and Assurance Agency of Higher Education (2004) Guidelines of the Accreditation of Prior Learning. QAA. Gloucester

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Section 7 - Learning, Teaching and Assessment within your programme

Learning, Teaching and Assessment approaches will encourage you to be actively involved in your learning and to co-operate with other students. We aim to give you prompt feedback on your learning and opportunities to reflect upon and learn from that feedback.

You will be involved in a range of learning, teaching and assessment approaches as part of your programme. Such learning approaches put you at the centre of your learning where you are actively involved and engaged in all aspects of learning and assessment. Your programme will require your participation in learning activities and engagement with your peers, both individually and collaboratively, working and learning with other students as part of a small group.

Your learning will also be supported by technology. Increasingly your Tutors will be using existing and emerging learning technologies to engage you in e-learning activities. Your programme will be facilitated using a variety of media and online tools (OASISplus, podcasts, wikis, etc.) which will allow you flexible access to a diverse range of online resources, quizzes and learning materials as well as collaborative tools with which you can engage and learn with your peers. Not confined by time and space you will be able to take part in online discussions and learning activities from wherever you are studying. By engaging with e-learning you will also be developing skills which are essential for your learning and are also highly valued by employers. These include but are not limited to; working flexibly, communication, understanding of IT, team working and creating shared understandings based on quality resources and access to global expertise.

A variety of learning, teaching and assessment strategies are employed across your programme to assist you to get the most from your studies. The School acknowledges that a variety of Learning, Teaching and Assessment methods will be necessary, in order to meet the needs of a diverse student population within the University and practice settings.

7.1 Learning and Teaching Methods You will experience a variety of learning and teaching methods to fulfil the learning outcomes of modules within your programme. In the main these include;

Seminar Presentations and Discussion which aim to increase knowledge and en-hance your skills of presentation and communication. It will help develop your ability to work as part of a team, exchange ideas and share experiences with your col-leagues. This will assist in developing your knowledge and widening your exposure to the literature. It will allow you to develop self-confidence in making your views known in group situations; a vital skill for health care staff. Seminar discussions may be co-facilitated by service users / carers as appropriate, giving you the opportunity to identify the needs of service users / carers and how these may be met within the cur-rent context of care.

Group work will be used throughout the programme to enable students to share their experiences and perceptions, to share good practice and discuss challenges faced within set time frames. It will allow you to develop the ability to work as an individual within a team, a skill that is vital for the health care worker.

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Skills and Practical Workshops will focus on developing clinical skills and abilities utilising underpinning theory. You will have the opportunity to practice and rehearse within secure and safe environments such as skills laboratories. This will be suppor-ted via your practice learning experiences, the Assessment of Practice Document and OASISplus. These sessions will be delivered in partnership with practice staff and service users / carers as appropriate.

Individual and Group tutorials may be used by your Module Leader, and Personal and Professional Development Tutor to provide individual or a small group tutorial to support the student. This allows for identifying issues, clarification of possible solutions and exchanging ideas on a one to one or small group basis so as to support the student in their academic, personal and professional development.

Lectures will be used primarily to introduce key information, concepts and theories; although with increasing use of technology, these may also be introduced using technology based material such as web based module information and content, and Internet References. To achieve optimum learning it is advisable to undertake background reading prior to attending lectures / accessing technology based material and to follow up each learning experience with further reading or discussions with colleagues and / or teachers. When used they will be followed up with seminars and group work to ensure clarity and understanding of the concepts introduced, and to maximise the integration of theory and practice.

Practice Learning Your programme of study focuses on preparing you for current and future roles and responsibilities within a range of practice settings. Your programme is directed towards the achievement of competency with a requirement that you complete 18 weeks of the year in assessed practice.

During your programme of study your practice learning will be supported by an Assessment of Practice Document (APD) which has components that enable you to develop your knowledge, skills and attitudes across the programme.

A number of individuals are involved in preparing you prior to the assessment of your practice learning, supporting you during the assessment and facilitating you to reflect on and learn from these experiences.

Some of these include:

Programme Leader and Module teams Nurse Supervisor – a qualified member of nursing staff who is 12 months

post qualification and ideally has met the NMC requirements for Mentorship (NMC 2008)

Link Lecturer – a member of the University staff whose role is to support the Nurse Mentor in facilitating your learning and assessment in practice

Clinical Placement Facilitator / Manager – a member of the placement provider (NHS) staff who has a key role in supporting learning in practice

Other qualified health care professionals who have been appropriately prepared to support your learning in practice

Personal and Professional Development Tutor

Further reference to their roles will be included in the below sections.

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Preparation for practice experiences Throughout your programme the Module Lecturers will prepare you for practice and help you enhance the links between theory and practice, while supervisors will help you in applying theoretical perspectives to practice. Practical skills sessions are timetabled to allow you to practise and develop certain core skills, e.g. measuring vital signs. You must familiarise yourself with your APD during the programme to ensure you also take responsibility for your own learning and prepare effectively.

If you have specific needs we will consider how reasonable adjustments can be made in line with current equality and diversity legislation. Any decisions will be made in partnership with the manager to ensure both your safety as well as that of the patient / service user.

Induction and Orientation An induction is arranged for all students at the beginning of the programme. These days are essential components of preparing you for academic life and programme expectations.

Practice experiences in your programmeThere are 2 identified periods of practice assessment within your programme. The first period is formative which means it is ongoing and developmental in nature. The second period is summative which means that your practice will be assessed formally. Further information about your practice assessment will be provided in the practice briefing in Week 1 of the programme.

Learning support in practiceIn your practice area you will be allocated a supervisor and usually a co-supervisor. Your supervisor is there to support your learning and assessment in practice. You are expected to identify what you need and would like to achieve from your practice experience and discuss this with your supervisor.

It is imperative that you reflect on your practice during your practice experiences and you can expect to be guided in this by your supervisor / co- supervisor so that you can effectively integrate practice and theory.

Assessment of Practice All students will be issued with an Assessment of Practice Document (APD) for each year of the programme and the purpose of the APD is to provide an overall picture of your learning and achievement in practice.

The APD will be made up of 3 components:

1) A learning agreement – you are required to discuss the available learning opportunities with your supervisor and negotiate your learning objectives for the individual learning experience

2) A set of standards 3) A number of skills

You will be required to demonstrate the individual skill safely as well as discuss the underpinning knowledge by undertaking supervised practice and a range of written activities. 

Throughout your programme your supervisor will be required to make a judgement on the level of your knowledge and performance in practice. This will be indicated as - excellent, very good, good, adequate/safe or unsafe/refer. You will also be required to undertake a self assessment which you will discuss with your supervisor.

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Further details on your practice learning and assessment are included in your Assessment of Practice Document and support and guidance will be given by the module team prior to each practice experience. Further information regarding placements and practice learning is also available on OASISplus.

7.2 Monitoring and enhancing the practice learning environmentBy virtue of nominating you to attend this programme your practice area commits to support your learning on this programme and we aim to work together with your supervisor to ensure the practice assessment runs smoothly and that you are provided with relevant learning opportunities – to include a range of opportunities for you to learn with and from other health care professionals. Together we aim to ensure that:

Learning opportunities are of a good quality and learning outcomes are achievable You are given adequate support and supervision from suitably qualified practition-

ers You are provided with continuous feedback on your performance

7.3 Assessment Strategy The aim of assessment is to support and enhance your learning.

You will experience a diverse range of assessment methods in both theory and practice. These will be formative and summative in nature, both being valuable tools for learning. Formative assessment is primarily developmental in nature, and is designed to give feedback to you on your performance and how it can be improved. Formative assessment is a key part of the learning process, and has been shown to contribute to enhancement of learning and the raising of standards. Summative assessment is designed to measure the extent to which you, the learner has achieved the intended learning outcomes of a module. The summative component of an assessment task is designed solely to provide a measure of the achievement of a learning outcome. Summative assessment is designed to assess achievement of all learning outcomes, in a secure, fair and accurate manner.

Assessment may also involve self, peer or group approaches, which could be formative and / or summative in nature. For example, you may be asked to self-assess your own work, indicating where you feel you have clearly demonstrated your understanding, and also identifying areas where you can see you have room to improve. In formative assessment there may also be a peer process where peers individually, or as groups, offer feedback on one another’s work. Group assessment may also be part of your programme, where part of the assessment process requires you to demonstrate your ability to work as part of a group or team, and possibly receive a group mark.

Whilst the main aim of assessment is to enhance learning, this broad aim encompasses a number of purposes:

Enabling you to demonstrate that you have met the outcomes and skills appropriate to the level of study

Providing feedback to enable you to learn from mistakes and build on your achievements

Consolidate your learning Assist you in applying abstract principles to practical contexts Motivate you and allow you to see how you are progressing

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Classify and grade your achievements Encourage you to research and work independently Provide the Lecturers with feedback on the effectiveness of teaching and

learning Give an indication on the general achievement of standards that provide

performance indicators for meeting the professional standards required by the University.

Emphasis will be placed on assessment as a means of demonstrating the integration of theoretical knowledge with practice. You can expect to receive clearly defined criteria for assessments that relate to the learning outcomes, learning and teaching strategies and academic level of the module being studied.

7.3.1 Assessment methods in your programme The following are examples of the types and range of assessment you may undertake during your programme of study. The nature of assessment in the programme endeavours to support and enhance your learning and develop your employability skills.

Learning Log which is a compilation of small written pieces that illustrate the integration of theory and practice

A report – a structured written piece of work that develops the ability to write in a concise manner using the appropriate evidence base

Essays that allow investigation of depth of knowledge and understanding and demonstrate your ability to develop ideas and arguments supported by literature

Case Studies that demonstrate application, analysis and integration of the-ory and practice and supports problem-solving skills

Presentations that confirm both oral and visual communication skills along with knowledge and understanding of the information delivered

Reflective writing that demonstrate understanding and identification of learning needs

Demonstration of clinical skills which support the development of essential skills within a safe environment

Practice assessments that fosters the development of transferable and employability skills and particularly focuses on the development of know-ledge and skills related to care planning, critical reflection, self assess-ment, the integration of theory and practice and the development of psy-chomotor skills

Each module has its own assessment strategy that includes continuous learning opportunities as well as summative assessment. All modular assessment reflects an integration of theory and practice.

7.4 Marking and moderation This takes place following submission of coursework. You can expect your work to be marked and graded according to the criteria for assessment that you will have been given for each module. Members of the module team mark all assessments submit-ted. Scripts that are referred or failed are second marked, as are scripts that have been awarded a first (grades 1-4). The scripts are subject to moderation. Moderation means that a panel of Lecturers will randomly sample work across the whole cohort of students who have undertaken the assessment, to ensure that there has been con-sistency in marking and feedback.

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7.5 Assessment Feedback Assessment feedback provides the opportunity for you to engage with feedback on your assessed work, to reflect on it, and to use this feedback as the basis for learning and to improve your work. Feedback can take many forms, and may be informal. For example, it may be offered and discussed in classroom sessions either collectively or individually. It may also be more formal and delivered for example in written or verbal form from peers, academic or clinical staff. All forms of assessment (formative and summative) are part of the learning process. Receiving feedback on your work is an essential and important part of your learning, and all module teams will provide you with regular opportunities to assess your work formatively, and provide feedback on it. Understanding your feedback is very important, to achieve this you are encouraged to discuss feedback with your peers, academic and clinical staff.

You will find further information in the Assessment Policy and Strategy (HSSc October 2008). You will normally be provided with feedback within 15 working days of the published coursework component submission date.

Feedback on Assessed work will be offered in a variety of forms and all work will be marked and moderated in line with the University Regulations Code of Assessment Practice: http://www.web.mdx.ac.uk/regulations/allprogs/sectionm.htm.

7.5.1 Grading ScaleThe University grading scale is used in relation to, and in conjunction with, the University grade criteria guide and guidance on the generation and use of module level descriptors (see Regulations “Module Level Descriptors” and “Grade Criteria Guide” www.mdx.ac.uk/regulations/).

Further information on the use of the University grading scale can be found on 24-7 (www.mdx.ac.uk/24-7/assess/grading.htm ).

7.5.2 Module GradesGrades 1 to 16 are all pass grades. If you do not get one of these grades in any of your modules it is very important that you check the exact details of what you need to do in order to pass. Therefore, if you are given any of the following grades, you will need to take action: grades 17 to 20, X, I or U.

A student has the right to be reassessed once only, in any module, with a grade of 17 to 20. Reassessment will be taken at the next available opportunity, unless deferred (see below).

For modules at Levels 0/1 the overall grade following reassessment will be the grade achieved at the second attempt. For example:1st attempt – grade 172nd attempt – grade 12Overall module grade – grade 12

For modules at Levels 2/3 (Years 2 and 3) following reassessment, a maximum grade of 16 is applied to the reassessed component only, for example using the 20 point scale;

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Component A (50%) Component B (50%) Overall grade

1st attempt 8 17 17RC2nd attempt 8 (as before) 10 (capped at 16) 12

An example in percentages:

Component A (50%) Component B (50%) Overall grade

1st attempt 55% 22% 39%2nd attempt 55% 60% but capped at 40% 48%

It is really important that students complete all assessed work (coursework, presentations, etc.) that is required per each module. Failure to do so will result in failure in the component or the module concerned (grade 20 – failure incorporating failure to undertake all assessment components; compensation not allowed) should the required learning outcomes not be met.

Please note most modules on your programme are non-compensatable. This means that if you achieve a grade of 17-20 after your second attempt you have failed that module. If you fail a module at any stage of the programme you will not be able to continue with your programme. You will be discontinued from the programme. It is very important to contact your Module Leader / Programme Leader if you find it difficult to understand your grades on MISIS for the modules you have taken.

Students who achieve a 17-20 grade (as explained above) following second attempt at a module will not be able to progress on the programme. In this instance the student is stepped OFF or discontinued from the programme and bursary stopped at this point. In this instance the student is discontinued from the programme.

For more information on the X grade (fail – incomplete without good reason: may not be re-assessed) see the section on “Attendance Requirements” below.

For more information on the I grade (deferred assessment) see below.

For more information on the U grade (academic misconduct allegation being investigated) see “Plagiarism” below.

7.6 ResubmissionsYou are allowed two attempts at each assessment. Failure to achieve an overall grade of 16 on second submission may result in your discontinuation from the programme. If you are required to resubmit, you will do so at the next assessment opportunity, as specified by your Programme Leader / Module Leader.

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7.7 DeferralYou may seek permission to defer all or part of the assessment in a module to the next available opportunity. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm . This can only be granted where exceptional circumstances prevent you from completing assessment through no fault of your own and where documentary evidence is supplied. Deferral requests should be submitted to the School Student Office counter on your base campus by completing the relevant form and attaching supporting documentation, e.g. medical certificates. The deferral form is available at:http://www.mdx.ac.uk/24-7/assess/defer.htmIf students have difficulties accessing resources (e.g. access to the University network, library, OASISplus etc.) after deferral, contact the web helpdesk at http://webhelpdesk.mdx.ac.uk .

7.8 Extenuating CircumstancesIf you do not wish to defer assessment, but are concerned that exceptional personal circumstances (e.g. ill health) might affect your performance in assessment, you should complete an extenuating circumstances form and attach supporting documentary evidence. This form should be submitted to the School Student Office.The extenuating circumstances will be summarised by the Assessment Officer and brought to the attention of the appropriate Assessment Board. Extenuating circumstances are only considered when determining the progression or the final classification of borderline students. They are not used to change the grade in a module. The extenuating circumstances form is available at:http://www.24-7.mdx.ac.uk/assess/extenu.htm.

7.9 Assessment Officer SupportAssessment is an important aspect to your programme but you may find that at times personal circumstances can impact on your studies. Should you have circumstances which mean you need to defer your assessment you will find valuable guidance on 24-7, but you can also contact the Assessment Team, e-mail: hsscassessmentdata@mdx.ac.uk , who will guide you through the process. The full Deferral Policy is available at http://www.24-7.mdx.ac.uk/assess/defer.htm .

In addition, your Module Leaders will be more than happy to assist you with any queries you may have about assessment of a particular module.

7.10 Academic Dishonesty and PlagiarismPlagiarism is the presentation by a student, as his or her own work, of a body of material (written, visual or oral) which is wholly or partly the work of another. In fact, plagiarism extends to cover one's own work previously assessed or published which is also required to be properly referenced. Taking unfair advantage over other authors, students or oneself in this way is considered by the University to be a serious offence. The University will take serious action against any student who plagiarises whether through negligence, foolishness or deliberate intent. We understand that it is not always easy to understand what constitutes plagiarism and we will explore this in your study skills module. Make sure written material, ideas, theories, formulae, etc. are acknowledged through the use of quotation marks, references and bibliographies. Information on the correct way of acknowledging work from other sources is available from campus Learning Resource Centres. Detailed information can be obtained at www.mdx.ac.uk/24-7/assess/plagiarism.htm.

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7.11 Return of courseworkYou are expected to keep a copy of your coursework. As the marked copy is not normally returned to you, retention of a copy is important so that you can relate feedback to your work.

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7.12 Assessment Map - Certificate HE Health Care Support Worker

Module Code & TitleYear 1

Formative assessment Summative assessment

NIP 1013 Study Skills and Personal Development 15 cr

A review of an article in relation to your field of practice, with referencing (500 words) (choice of articles to be provided).

A review of your knowledge and skills using the template provided with referencing (1100 words) followed by an action plan for future learning 300 -400 words (LOs 1,2,3,4). Total 1500 words 100%.

NIP 1014 Foundations for Health Care Practice30 cr

Formative: In-class presentation of plan for the learning log – plan of topics, references.

Learning Log of 2500 words 100%.This is a series of 4 x approximately 600 word narrative accounts that demonstrate the students module learning;

a)Choose an aspect of the law and dis-cuss this in relation to your field of practice (LO 3).

a) Chose an aspect of the law / ethics and discuss this in relation to your field of practice (LO 3)

b) What is the impact of culture on your practice? (LO 2,4).

c) Identify what you have learned from a placement different from your chosen field of practice that will in-form your future practice.

(LO 1,2,4,5). c) Identify what you have learned from your practice in relation to the role of another Health Care Professional. (LO 1,2,4,5)

d) Discuss an interaction or event from your practice and demonstrate how you applied appropriate health-care attitudes to this event. (LO 1,2,5).

Each section of the Learning Log should have a minimum of 5 references.Each log is submitted separately and feedback given in order to inform the next stage of the log.

NIP 1015 Foundations for Field of Health Care Practice 30 cr

In-class presentation of plan for case study 100% - Case Study Report. Write a report

of the care given to an adult patient, and your involvement within this. This should follow the format provided in the module handbook and should focus on 3 specific aspects of their care. (2500 words)

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(LOs 1,2,3).

MHR 1015 Foundations for Field of Health Care Practice30 cr

In-class presentation of plan for case study

100% - Case Study Report. Students will be expected to identify a client from placement that they have worked with, and write a report identifying the key mental health condition, the treatment provided by the multidisciplinary team, including a reflection on the role / participation of the Health Care Practitioner in this care process (2500 words) (LOs 1-5).

PHC 1015 Foundations for Field of Health Care Practice30 cr

In-class presentation of plan for case study

100% - Case Study Report. Write a report of the care given to an infant / child / young person, and your involvement within this. This should follow the format provided in the module handbook and should focus on 3 specific aspects of their care. (2500 words) (LOs 1,2,3).

NIP 1008 Essential Skills for Health Care Practice 15 cr

In-class quizzes, skills demonstration rehearsals.

75% demonstration of caring skills (30 mins) (LOs 2,3,4). This will involve 2 skills stations based around the module scenarios where the student will individually demonstrate the following skills:

Station 1 - hand washing Station 2 - temperature, pulse, BP

and respiration

25% online workbook - Anatomy and physiology and medicines management (LO1).

NIP / MHR / PHC 1016Health Care Practice 130 cr

Formative: Students will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by their supervisor and Personal Development Tutor.

Summative 100% - Year 1 Assessment of Practice Documentation.

7.13 Progression Students who successfully complete this programme will meet the entry requirements for the Diploma in Higher Education (Assistant Practitioner) programme.

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7.14 Graduate and transferable skillsIn your current work role you will typically be required to maintain a professional development portfolio and meet the NHS Knowledge and Skills Framework (KSF) and these processes all contribute to your development of graduate and transferable skills. On this programme you will further develop the six key transferrable skills:

Personal career development Effective learning Communication Teamwork Information technology Numeracy

These skills are addressed both explicitly and implicitly within your programme. They are made specific to your field of practice where appropriate.

7.15 Learning ResourcesLearning Resources (LR) provides library and academic computing services to support student learning. Middlesex University has a Learning Resource Centre (library) on each campus. Details of all our opening hours, services, facilities and resources can be found at http://www.lr.mdx.ac.uk.

Learning materials and resourcesLR provides electronic and print books and journals, DVDs, CDs, etc. to support you in your studies. We also provide materials listed in your module handbooks. You can access these resources via the LR website and you can also find specialist resources from the Library Subject Guides at http://libguides.mdx.ac.uk. Many of our resources are web-based so you can access them from wherever you are.

Equipment and facilitiesThe libraries (Learning Resources Centres) supply the computers and other equip-ment you will need for study on the programmes at that site. This could include video cameras, Mac computers, and DVD players; printing and copying facilities; small study rooms with projectors so you can practice presentations; or space to cut, paste and cover your project report.

Help and supportLearning Resources staff are there to help and support you throughout your studies providing IT, and media support, and help with your information / research needs. We provide one-to-one support at the Enquiry Desk, group training in library workshops and online help through the Web Helpdesk (http://webhelpdesk.mdx.ac.uk) and Ask a Librarian http://askalibrarian.mdx.ac.uk.

You can get specialist subject support from your Liaison Librarian (http://libguides.mdx.ac.uk) who also provides information and research skills workshops relevant to your subject. Librarians work closely with your Lecturers to ensure that the resources and support that you need are available. Contact your librarian if you require individual support or if you would like to suggest a book / DVD etc. for the library etc.

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Section 8 - Student Support

8.1 Communication processesMiddlesex is committed to keeping students informed about developments and changes and constantly reviews the tools it uses to keep students informed. The University's policy is to make all standard information easily available to students on and off campus. Your University e-mail account is a key tool in communications and it is critical that you check your University e-mail address regularly. Middlesex also has its own website for current students http://www.24-7.mdx.ac.uk and all important information is posted on there. The University will also text you with important and urgent information so ensure that you provide us with an up-to-date mobile phone number when you register as a student. There are also Student Offices on all campuses if you prefer to ask questions face to face.

The University is committed to ensuring communication tools allow students to provide feedback as well as receive information. See section Quality of your programme and experience to find out more about ways to give your feedback.

8.2 MISIS - Accessing your own recordsYou can enrol, view your module registrations, academic records (including assessment results) and other information using MISIS (Middlesex Integrated Student Information System). See Appendix 1. You can access MISIS at https://misis.mdx.ac.uk or by clicking the link via student website 24/7 http://www.24-7.mdx.ac.uk. If you are having problems accessing MISIS, please contact the Computer Helpdesk in the Learning Resources Centre or contact the web helpdesk at http://webhelpdesk.mdx.ac.uk.

8.3 Middlesex E-Mail – Your Account for LifeAs an enrolled student, you have your own University e-mail address. This is in the form xxnnn@live.mdx.ac.uk, where xx are your initials, and nnn is a number generated by the system. This code will be found on the reverse of your student card. Your initial password is: Student Number + mmm, where mmm is the month (in lower case) of your date of birth. At first login you will be invited to complete a simple registration process. Any students experiencing difficulties accessing their account should contact the web helpdesk at http://webhelpdesk.mdx.ac.uk.

Your Middlesex University e-mail is an e-mail address that is available to you for life and will be the principle tool the University will use to communicate with you.  Your Tutors, the student support team, the Learning Resource Centre and other areas of administration will use this e-mail address to contact you so it is critical that you check your account regularly (at least twice a week). We will also use this account to tell you about events and activities that will help enhance your time at university and enable you to make new friends. The University adheres to the usual data protection policies and will not share your address with any external companies and organisations, except those working with the University to gather your feedback.

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To access your email account, go to: http://www.outlook.com or click on the e-mail link on the 24-7 website. Your local computer centre will help you gain access to your account during your Learning Resource Centre induction after enrolment.

For quick guides on user accounts and using the network, go to: www.lr.mdx.ac.uk/document.htm and click on Computing Network and Software. If you are having continuing difficulty in its use, consult the web helpdesk at http://webhelpdesk.mdx.ac.uk.

Important note on privacyTo ensure security, continuity and privacy, the University discourages the use of private accounts for University business. You should ensure that the MISIS database of personal information about you is accurate and up to date, but you are not required to publicise this private information to other students or individual members of staff.

8.4 Learner Development UnitThe Learner Development Unit (LDU) is a team of specialists in academic writing and English Language development, Numeracy and Dyslexia Support. You will see us at different times throughout your academic career. During induction week we generate a Learning Development Profile for each new Middlesex student. This is designed to give us information about your academic English and Numeracy skills, and it will help you identify your strengths and also areas for improvement. It will also help us to make sure you get effective and timely support during your studies.

Often we will be in your School working alongside your subject Lecturers to help you understand what is expected of you on your programme. We are likely to work with you in this way on the writing process, preparing for presentations, making the most of feedback, etc.   If necessary, we can provide you with an individual programme of support, which could involve intensive courses, self-study materials and close monitoring of your progress. Help with maths is available from our Numeracy Support team, in the form of embedded, small group, on-line and individual provision.

If you are dyslexic, you can receive specialist help from our Dyslexia Support team, who work closely with the Disability Support Service. You will also find support at the University’s Learning Resources Centres, which are equipped with assistive technologies and services, and have disability support representatives.

A guide for practice supervisors on supporting students with dyslexia is available in each practice area in the ‘Information for Students Placements’ folder.

We also coordinate the University’s Student Learning Assistants (SLAs), a group of highly motivated peer-mentors, from the 2nd and 3rd years, who are here to help 1st year students in their studies. You may see them helping out in tutorials or seminars, or you may see them offering help with academic writing. You can read more about SLAs at www.sla.mdx.ac.uk.

Contact details Information on what we do can be found on our 24-7 pages at http://www.24-7.mdx.ac.uk/ldu or by contacting us on 020 8411 5116 or at LDU@mdx.ac.uk.

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If you have questions about specific teams within LDU, please contact:

Academic writing and English Language020 8411 4609english@mdx.ac.uk

Numeracy Support020 8411 6280numeracy@mdx.ac.uk

Dyslexia Support 020 8411 6073 dystutor@mdx.ac.uk

The School of Health and Social Sciences (HSSC) aspires to becoming a true learning community based on the principles of collaboration, dialogue, equality autonomy and responsibility between all stakeholders.

8.5 OASISplusOASISplus is the University’s on-line learning environment where you can find online materials, including lecture notes to support your studies together with: discussion boards, quizzes, module information, announcements and important information.

Most modules and programmes now have an online presence delivered through OASISplus. Your Tutors will be providing you with more information about how you will be expected to interact online with your peers and your Tutors.

Instructions on how to access OASISplus are available on http://www.24-7.mdx.ac.uk/oasisplus/index.htm and See Appendix 1.

OASISplus in your programme On OASISplus you find electronic versions of articles, case studies, quizzes,

past exam papers, etc.

Like your e-mail you should be logging onto OASISplus at least three times a week. More importantly before your taught sessions to do any pre-sessional work and every Friday for handouts of PowerPoint’s.

Students are expected to interact with each other online (i.e. support each other, contribute materials they have found / evaluated, carry out group work, etc.) via the discussions boards set up by your Tutors. Please be aware that (unless you are in a chat room) these discussions will be asynchronous but your questions will be answered although not immediately. For questions of a personal nature please use your MDX Live account.

You are expected to submit some of your coursework online (see module handbooks for deadlines and OASISplus as well as receiving feedback online.

8.6 Student Portal 24/724-7 is the Middlesex website for current students. It can be accessed whether you are in the University or not and is not password protected. It has the latest news and events from the University, as well as a complete guide to services available to assist you with your studies. At certain times of the year 24-7 is also an important source of key information such as exam timetables. To find out more visit http://www.24-7.mdx.ac.uk.

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8.7 Academic Support

Module Leader / Module Group Facilitator: This is the person responsible for helping you learn and assessing you during a particular module. You can expect them to provide you with their name and means of contacting them for help that you may need relating to the learning outcomes and assessment of the module. Module Leaders / Module Group Facilitators often teach on a number of modules so it is important that you contact them to make an appointment if you need help as they may not be available to see you if you arrive without an appointment.

All areas have an identified educational Link Lecturer whose role is to support Supervisors in supervising and assessing students. The name and contact details of the Link Lecturer will be available in the practice area. If you have concerns / queries that you have been unable to address at practice level do consider contacting your Link Lecturer. Placement Facilitators /co-ordinators who are responsible for placement arrangements at Trust level are now in post in all NHS Trusts and are happy to advise and support you as required.

Role of the Personal and Professional Development Tutor (PPDT) within the HCSW ProgrammesThe role of the Personal and Professional Development Tutor is to support you, the student, with your personal and professional development while you are studying. This is important, if you are to successfully attain the level of knowledge and skills required for practice and prepare for your educational and lifelong learning needs. The PPDT also ensures that you are supported through your academic and clinical performance, by acknowledging challenges that may arise and addressing these promptly.

Structure

Each cohort will be divided into small personal tutor groups at the start of the programme for the personal and professional development process which will run for the duration of the programme of studies.

Each PPD group will meet a minimum of twice per year, at designated times within your timetable.

Each meeting will last approximately 90 minutes and will be broadly divided into 2 sessions. The first session will examine selected important topics (relevant to your programme of studies), and the second half of the time would be allocated to general discussion, sharing of clinical experiences to promote learning, peer support and supervision.

Meetings will be documented within the student’s Personal Development Plan and form a basis for reflection of learning needs and development.

Attendance at the meeting of your PPD group is mandatory and recorded. Failure to attend with no good reason may affect your ability to complete the programme

Evaluation

The PPD group and its effectiveness within the context of the structure and purpose outlined above will be reviewed each year. Feedback will be provided to the PPD group by the PDT, and to the programme team.

Personal and Professional Development Tutors will meet twice per academic year, to ensure a consistency to the content and delivery within groups, share best practice, and explore ways to address challenges that may arise.

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8.8 Specialist advice and support You can get a wide range of support, advice and information direct from the student website 24-7 (http://www.24-7.mdx.ac.uk) where you can also find the telephone numbers and e-mail addresses of student / programme support team staff. If you need personal advice call the School Student Office, e-mail: (Hendon) hsscso@mdx.ac.uk Tel: 020 8411 5700, (Archway and Hospitals) csoarchway@mdx.ac.uk Tel: 020 8411 6600. If they cannot help you, they will refer you to someone who can. Specialist advice is also available from the Disability Support Service, Careers Advice and Placement Services, Accommodation Service, Childcare Service, Sport and Leisure, International Support Services, Money and Welfare Advise Services, Counselling Services, and Financial Services; and from the Middlesex University Students’ Union (MUSU). Ask at your school office for more information.

As these materials are designed to aid your transition into university life they can be referred to throughout the first year.

8.9 CounsellingDuring the course of your studies at Middlesex, if you encounter problems concerning your coursework or personal or emotional difficulties, you can consult one of our professional counsellors confidentially. Counselling involves one or more meetings with your counsellor in a safe and confidential setting. You will have the time and space to discuss difficulties in your life which may be interfering with your ability to study and enjoy your time as a student. Students come to counselling for all sorts of reasons but generally it is a good idea to seek help before things start to feel unmanageable. Counselling can give you the opportunity to talk and think things through with someone from outside your social circle. This can feel both supportive and also offer the possibility of developing a fresh perspective on your difficulties. For more information please go to intranet www.24-7.mdx.ac.uk/counsel. Contacting a counsellor:

Archway & Hospitals: Alison JefferiesRoom 303 Furnival, Archway CampusTel: 020 8411 6152E-mail: a.jefferies@mdx.ac.uk

 Cat Hill & Trent Park: Lindsey Othen-Price

Room 5 Peter Green Building CH, Room 210 The Mansion TPTel: 020 8411 5548E-mail: l.othen-price@mdx.ac.uk

Caroline Hallett Room 5 Peter Green Building CH, Room 210 The Mansion TPTel: 020 8411 6421 E-mail: c.hallett@mdx.ac.uk

 

Hendon: Sandra TaylorRoom CG24 College BuildingTel: 020 8411 4719E-mail: s.taylor@mdx.ac.uk

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Bernard ShapleyRoom CG24 College BuildingTel: 020 8411 5779E-mail: b.shapley@mdx.ac.uk

Nadina Al-JarrahRoom CG25 College BuildingTel: 020 8411 5779E-mail: n.al-jarrah@mdx.ac.uk

Sandra PrimackRoom CG23 College BuildingTel: 020 8411 6169E-mail: s.primack@mdx.ac.uk

8.10 Disability Support ServiceIf you have a long term medical condition, physical difficulty, sensory impairment, mental health problems or a specific learning difficulty (e.g. dyslexia) that you feel could impact on your studies, and would like information about support provision that can be made available, please contact the University’s Disability Support Service. Confidentiality will be respected and relevant details will only be disclosed with your permission.

For further details contact the Disability Support Service on 020 8411 4945; e-mail disability@mdx.ac.uk or see 24-7 http://www.24-7.mdx.ac.uk/Disability/index.htm.

Please also refer to the Programme Specification included in this Handbook which will state whether the programme excludes students with particular disabilities. See also Personal Evacuation Plans below.

8.11 The Careers Service The Careers Service provides impartial and confidential guidance and information to Middlesex University students and alumni (for up to two years after graduation) to help them in their career planning and job seeking.

The careers advisers can assist you with planning your academic programme and personal development in relation to your career goals from your first year to final year. This includes exploring career and study options, self awareness and decision making. The advisers can also help you to; find full and part-time employment, write CVs, covering letters and application forms, prepare for interviews, psychometric tests and assessment centres, identify voluntary and work experience opportunities and research postgraduate / further study and funding.

You have access to careers information, individual guidance appointments, drop-in advice sessions, careers seminars and workshops, employer presentations, careers fairs, other campus based careers events and alumni links to support students with their career development. The careers advisers also work with tutors to deliver and support careers related activities on course programmes, such as career opportunities for graduates, job study research, the graduate employment market, developing employability skills, sector specific information, pre-placement preparation, job search skills and strategies and post graduate study options.

The main careers library is based at Hendon and careers advisers are available on most campuses offering a flexible service to support the needs and any specific

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requirements of all students. To check opening times and availability of careers advisers on your campus or to book an appointment please see the website http://www.24-7.mdx.ac.uk/careers/careers.html, telephone 020 8411 5523.

The Careers Service’s website as above (or accessible through the 24-7 website) offers a wide range of information and links to other graduate careers websites.

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Section 9 - Professional requirements for the Health Care Support Worker Programme

9.1 Code of conduct A code of conduct for students on this programme has been agreed and is currently in the process of being approved by all the partner Trusts. This will be provided to you at the stage of recruitment and selection. (Appendix 2).

Before commencing the programme students must have been occupationally health and CRB cleared within the last 3 years by their employing trust.

9.2 Fitness for Practice You will have received a copy of the Code of Conduct for students on the HCSW and AP programmes during the recruitment and selection (Appendix 2). It is your responsibility to read this and comply with the guidance. It is important that you note that this guidance covers not only your behaviour whilst studying at the University or whilst on placements at your employing Trust, it also covers your personal life.

If at any time during your programme there are any concerns about your professional conduct or your fitness to practise, these concerns will be investigated by your employing Trust, who will then share the report of the investigation with the University and make a joint decision as to whether there is a need to refer the case to the University Fitness for Practice panel to recommend any further action.

If, during the course of the programme there are any concerns about the your health there may also be a requirement for you to be referred for assessment by the Occupational Health department and/or to the Health and Disability Panel as required.

You are required to inform both your employer and the University if there is anything that occurs during your programme that might impair your fitness for practice these may include the following (but not exclusively):

1. Any reprimand, warning or caution issued by the police2. Any investigation concerning you that is being undertaken by the police or

social services3. If you have been arrested for, or convicted of, any crime, even if the crime

occurred before you commenced on the programme4. Diagnosis or recurrence of any health problem that has the potential for

impacting on your fitness for practice

If you have any questions or uncertainties about what you might need to disclose you must contact either your personal Tutor, Programme Leader or the Student Operations Manager Lucy Nagra-Mudhoo for guidance.

Policy documents for both Fitness to Practice and the Health and Disability Panel are available on request.

9.3 Confidentiality in written work A lot the work you do is handling personal information and under professional ethical standards, determined by the DoH Information Governance requirements, your contract of employments and the Common Law Duty of Confidence you should

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ensure that you do not breach patient / service user / staff confidentiality and only share their personal information for a justified purpose and with their consent. This rule also applies in written work. Within your essays and other academic work any reference to the following MUST be made anonymous so they cannot be identified by the marker or any other person;

Names of patients / clients / service usersNames of relatives / carers Ward / Department / Team names Trust / Hospital namesNames of colleagues

If Trust documents are included as appendices in academic work (e.g. care plans, observation charts, policies), then every effort must be made to ensure these are amended so that the Trust cannot be identified.

Any instance where this is not done is a breach of your professional code.

Examples of how to make the above anonymous, thus not breach confidentiality are;

“I was caring for a patient whom I will call ‘Mary’ in order to maintain confidentiality of my patient”.

“This was particularly difficult for my patient’s husband who was her main carer, I will call him ‘Tom’, in order to maintain their confidentiality.

“I work in a large inner city teaching hospital in a surgical unit”.

“The patient was under the care of a consultant Dr B”.

“The student also had a co-mentor who I will call Staff Nurse B’.

This is an important part of academic writing and has been identified by External Examiners and others who moderate academic work.

Students should ensure that patient / client / staff / Trust confidentiality and anonymity is maintained at all times in written work by following the above guidelines. Failure to adhere to this may result in loss of marks and a lower grade as indicated in the mark-ing criteria for each module.

9.4 Attendance This section describes the Attendance requirements for your programme. It takes into account the University’s policy for attendance monitoring (2010).

It is acknowledged that during any period of study there may be times when a student is unable to attend theory or practice due to ill health or personal reasons. Your employing Trust and the University (PL) needs to be informed immediately. Throughout the programme students can access advice and support from the programme team and the University student services which are outlined in the student pack.

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PunctualityYou are expected to attend all scheduled classes and prescribed activities on time. Students who arrive more than 10 minutes late may not be permitted to enter the classroom until the next available opportunity, to ensure classes are not interrupted. Students arriving late will not appear as attended on the register for the session. Please refer to individual module handbooks.

Leave EntitlementsAnnual Leave Entitlement, Bank Holidays, Compassionate Leave, Maternity Leave and Paternity Leave – arrangements for these are as per the student’s contract with their employing trust. Additionally, students cannot take annual leave when there are schedule teaching blocks. Taking annual leave cannot be grounds on which you can apply for a deferral of any assessment component of the programme.

9.5 Implications of Sickness and AbsenceIf non-attendance for the taught component of a module exceeds 25% of the module the student may be excluded from taking the assessment and may have to repeat the module.

Should the student attendance record show sickness / absence exceeding these limits in any of the programmes, the student will receive a letter requesting attendance at a meeting with the Programme Leader and if necessary the Director of Programmes where it will be decided if the student programme will be deferred.

9.6 Support for Ill HealthIf any student is experiencing problems with ill health or it is felt that their performance is being affected by a health-related matter, the Programme Leader (PL) should offer the student advice and direct them to the most appropriate source of specific support. All students will be made aware that they can contact their PL for advice and support on health-related issues and concerns. If there are instances of repeated or sustained non-attendance caused by ill health problems, students may be referred for a medical examination with the Occupational Health department. A referral will be made following discussion with the student.

9.7 Management of Repeated Non-attendanceIn instances where persistent non-attendance has occurred for any reason, a student may be required to provide a medical certificate from the first day of absence through sickness. Students who fail to attend class or practice without following the agreed procedures will be marked as absent and an accumulation of absences may lead to their discontinuation from the programme.

9.8 Recording and Reporting Sickness and AbsenceWithin the Programme sickness is recorded when a student does not attend theory because of ill health and follows the procedure outlined below for notification of sickness.

An absence is recorded if a student is absent from theory and fails to notify the appropriate personnel using the relevant procedure as outlined below. Unauthorised absences should not occur during any part of the programme.

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If a student is unable to attend a University class, they must follow this procedure:

E-mail the Seminar group Leader and Programme Leader as early as possible to inform them of their inability to attend class.

If the student is unable to e-mail the Seminar Leader prior to the beginning of class then they should inform a colleague so that they can pass on the message and ensure the non attendance is entered onto the register. This must however be followed up by a confirmation e-mail form the individual student to the Seminar and Module Leader.

It is the student’s responsibility to ensure that the information is relayed promptly and accurately.

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Section 10 - Quality Assurance and Enhancement of Your Programme

To ensure the high standards and quality of Middlesex University provision, all Programmes are subject to the University’s academic quality assurance procedures (which include those procedures related to programme approval, monitoring and review). A key feature of these processes is the input from external subject experts who ensure that awards of Middlesex are comparable to those of other UK Universities, and that the programme curriculum, teaching, assessment and resources are appropriate. You have a very important role in enhancing Programmes, feeding back on a regular basis via Boards of Study, Module and Programme evaluations, Placement evaluations, and other mechanisms. Your feedback also plays a major role in Programme monitoring and review. Middlesex University, and its Programmes, are subject to periodic audit or review by external quality agencies such as the Quality Assurance Agency for Higher Education (QAA). These audits and reviews place confidence in the quality and standards of provision as operated at Middlesex University. The most recent QAA audit of quality and standards of Middlesex University awards, conducted in 2009, were of those programmes delivered in-house. The outcomes were that confidence can reasonably be placed in the soundness of the University’s current and likely future management of the academic standards of its provision, and, of the quality of the learning opportunities available to students. QAA review and audit reports can be viewed at: www.qaa.ac.uk .

10.1 Student Representatives If you are elected as a student representative your role will be to gather the views and opinions of the students you represent and to represent these to either the Board of Study and to feed back the results and information to other students following the meeting.

Student representatives should be selected, either by election or self-nomination, by the end of Week 2 each year. Training and support throughout the year is provided for student representatives by MUSU – details of times and dates for training can be found on the MUSU website at www.musu.mdx.ac.uk.

As a representative you can receive a certificate that recognises your representational achievement. For the certificate you will have to attend the training sessions and be present at the Board of Study each term. This is a great opportunity to add value to your CV.

10.2 Boards of StudyThe purpose of the Board of Study is to provide a forum for discussion between you and staff involved in all aspects of your Programme.

You elect student members of the Board at the start of each academic year to ensure that all the various interests on the Programme are adequately represented. For advice and training contact the MUSU Student Representative and Development Co-ordinator on 020 8411 6481.

Each Programme holds regular Boards of Study. The membership includes:

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Student representatives Director of Programme / Head of Department Academic staff aligned to the delivery of the Programme or Modules Support services representatives

Your student representative represents the Programme or Year group and is responsible for notifying the Board of issues which have been brought to them by you. You should be aware of the function of the Board of Study, and should ensure that representatives are alerted in good time to matters of concern, or to suggest initiatives.

Minutes are made of the discussion and decisions of each Board meeting, and these are circulated to members with outcomes. The minutes are included with the Programme Quality / Annual Monitoring Report for consideration by the University. The points raised at the meeting are carefully recorded for issues arising, and the action taken upon them, and are available at http://www.24-7.mdx.ac.uk and ‘YOU SAID, WE DID’ document on OASISplus.

Terms of referenceFull terms of reference are available in the Learning and Quality Enhancement Handbook which is available from: http://www.mdx.ac.uk/aboutus/Strategy/quality-standards/index.aspx.Dates, minutes, actions and further information can be found on 24-7 at: www.24-7.mdx.ac.uk

Dates – to be confirmed

10.3 School Board of StudyThe School Board of Studies is the School level committee that deals with issues affecting students. All programme student representatives are invited to attend the School Board of Studies which occurs twice per year. Dates of meetings will be confirmed at the start of the year. Minutes from the meetings can be found on OASISplus.

10.4 Programme Evaluation Forms Programme feedback forms are distributed throughout the academic year. The forms are completely anonymous. The aim of this feedback process is to elicit your views on the quality of your programme of study.

You can expect to receive a report on any issues that have been identified. The report would also describe the measures taken to resolve any problems. All reports will be an item for discussion during Boards of Study and will, where necessary, be reported upon during the quality / annual monitoring process. The whole feedback process will also be reviewed on a regular basis, to ensure that it is effective in helping provide a good quality experience for students.

The Students Union and the University also conduct periodic surveys of your levels of satisfaction with various University services. Further information will be available from time to time on MISIS and 24-7.

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10.5 Suggestions and ComplaintsWe welcome your suggestions on how we might improve your experience of university life, even when this takes the form of a complaint about a service, a member of staff or another student.

If you have a suggestion or a complaint about any aspect of university life, raise it with the person concerned in the first instance. If you are not satisfied with the outcome you can progress the matter through informal and formal procedures step by step up the management structure of the University. Full details of these steps are available in the University Regulations (www.mdx.ac.uk/regulations/) within the Student Complaints and Grievance Procedures.

If you are not sure who to speak to, seek advice from a school office or advice centre. If the matter is serious, talk directly to your school's Director of Resources. If something goes wrong we aim to put it right as quickly as possible. Your advice and comments are essential.

10.6 Health, Safety and WelfareInformation and advice regarding health, safety and welfare is accessible on a University wide basis at: www.mdx.ac.uk/24-7 . The information resource for Middlesex University students, contains a summary of this advice. On this web site you will find useful information on:

Health related issues such as registering with a doctor, dentist or optician. A summary of key infectious disease and a range of health matters such as minor illnesses, alcohol, drugs and travel.

Health and safety issues such as the University’s Health and Safety policy, first aid arrangements, fire procedures, accident reporting procedures and how to raise concerns. Also, several other key health and safety related policies such as Alcohol and Substance Misuse and No Smoking.

Personal safety related issues such as, reporting and dealing with crime. These are supported by useful numbers to contact while on campus or in halls.

The University strongly advises you to register with a local doctor on enrolment if you have moved away from home. More detailed guidance on the above will be brought to your attention at the start of your studies.

10.7 Personal Evacuation PlansIf you have specific long or short-term disabilities, it may be that you will require a specific plan to be agreed and in place so that you can evacuate, or be evacuated from University buildings safely during an emergency. If you think you need to discuss an evacuation plan, please contact your School Student Office in the first instance. Otherwise, if you are registered as disabled, you should independently be contacted by your School safety representative early in the new term to agree an emergency plan.

The Health and Safety Officer for the School of Health and Social Sciences is: Graham Shennan, Tel: 020 8411 4260, E-mail: g.shennan@mdx.ac.uk.

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10.8 Middlesex University Students UnionMUSU (Middlesex University Students’ Union) is a democratically elected, student-led, not-for-profit organisation to which all enrolled Middlesex students are automatically members. MUSU exists in order to promote, support, respond to, campaign on behalf of and above all represent the student body both to the University and, through its affiliation with the NUS (National Union of Students), nationally and to the wider community as a whole – in essence MUSU aims to be the definitive student voice of Middlesex.

MUSU is a membership organisation with officers elected annually each spring by the student body to represent their interests. These officers, along with the staff team, oversee the day to day running of MUSU and its longer-term strategic direction.MUSU provides a number of services, activities and projects in addition to its democratic function in order to fulfil its mission. These include financial and resource support for Student Clubs and Societies, welfare and academic advice, referral, representation and campaigning via SWIRL (Student Welfare & International Resource Lounge), the Student Course Representative scheme which provides a formal and organised system of feedback on course provision, an online radio station with shows entirely hosted by student presenters (MUD Radio) and a monthly magazine written and edited by current, and sometimes former, Middlesex students (MUD Magazine).

The Union also runs a number of specific projects, campaigns and events throughout the year including society, cultural & social event nights, the Freshers’ Fairs during Induction Week, MYfriend the student-to-student buddy scheme and the MUSU Star Awards Ceremony, an annual celebration of student volunteering plus many more.

For more information, to access services, support and activities, or to get involved in your Union at any level simply call us on 020 8411 6450, contact one of the MUSU Campus Administration Offices below, or visit musu.mdx.ac.uk.

Hendon MUSU Campus Administration Office Open 10:30am – 4:00pm Monday - FridayTel: 020 8411 4296 Email: S.Davies@mdx.ac.uk

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Section 11 – Your Modules Year 1

Module Code: NIP 1013Module Title: Study Skills and Personal DevelopmentLevel: UG Level 4Credit Points: 15Start Term: Autumn 2011/12Subject: NIPModule Leader: Carol Lincoln TbcAccredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module aims to enable students to build upon their current knowledge, skills and experience to acquire the skills necessary to study in health care practice and plan their own professional development.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Utilise writing skills to communicate clearly in practice and in other modules of study in order to meet learning outcomes.

2. Demonstrate the ability to use numerical data in practice, and to describe, compare, clarify and present information.

3. Evaluate and make appropriate use of information technology to locate, pre-pare and present information.

4. Demonstrate appropriate and effective career review and planning skills.

SyllabusLearning Outcome 1Introduction to writing skills, principles of patient documentation

Learning Outcome 2 Use of numerical skills in practice and in presentations

Learning Outcome 3Use of information technology to support studying and practice, literature searching

Learning Outcome 4Career planning and meeting personal goals, career opportunities

Learning, Teaching and Assessment StrategyA variety of teaching and learning strategies will be employed in this module to aid learning and development. Lectures, DVDs, demonstrations and skills rehearsal will

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develop underpinning knowledge and skills. Further activities and support will be provided by materials on OASISplus.

1. Formative: A review of an article in relation to your field of practice, with referencing (500 words) (choice of articles to be provided)

2. Summative: A review of your knowledge and skills using the template provided with referencing (1100 words) followed by an action plan for future learning 300-400 words (LOs 1,2,3,4). Total 1500 words 100%.

Assessment weighting: 100%, 1500 words

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Cottrell, CJ (1999) The Study Skills Handbook 3 rd edition Hampshire, Palgrave Macmillan

Nursing Standard & RCN. (2008). Health care assistants and assistant practitioners delegation and accountability. Middlesex: RCN.

Code of conduct for Healthcare Support Workers NHS Scotland, The Scottish Government 2009

Recommended:Hood A. (2007). ‘Getting to grips with reflection’. British Journal of Health Care Assistants. 1 (6), p.278-80

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Module Code: NIP 1014Module Title: Foundations for Health Care PracticeLevel: UG Level 4Credit Points: 30Start Term: Autumn term 2011/12Subject: NIPModule Leader: Souzy Dracopoulou Accredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module begins the process of developing the student as a Health Care Support Worker / Assistant Practitioner. It provides a foundation from which the student can develop the appropriate knowledge, skills, attitudes and conduct necessary for working in healthcare practice. These skills and attributes will be studied and developed throughout the student’s programme and in their career.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Demonstrate knowledge of the context in which their practice is set – the NHS, professional codes, job descriptions, local policy and procedures.

2. Explore and engage with a range of appropriate attitudes for healthcare prac-tice.

3. Identify the key legal and ethical parameters for healthcare practice. 4. Demonstrate the specific role of the Health Care Worker within the wider multi-

disciplinary team. 5. Discuss the emerging role of Health Care Workers within the context of health and social care.

SyllabusLearning Outcome 1The NHS, professional codes, job descriptions, local policy and proceduresAccountability and responsibility of the student within their role. The role of carers.

Learning Outcome 2 Attitudes for healthcare practice – courtesy, politeness, respect, teamworkPersonal conduct and self presentationWorking relationships and boundariesCompassion, care, dignity, privacy

Learning Outcome 3Law - Concept of consent, Human rights Act, Right to refuse treatment, Safeguarding (children and vulnerable adults), Mental Health Act, Mental Capacity Act, Duty of care, confidentiality, Children Act, Every Child MattersSelf awareness

Learning Outcome 4Values and concepts of the role of the Health Care Worker

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Delegation, teamworkMulti-disciplinary teamCultural awarenessDecision making

Learning Outcome 5Introduction to the NHS and social care provisionIntroduction to the independent and voluntary sectors

Learning, Teaching and Assessment StrategyA variety of teaching and learning strategies will be employed in this module to aid learning and development. Lectures, DVDs, discussions and seminars will develop underpinning knowledge. Further activities and support will be provided by materials on OASISplus.

Formative: In-class presentation of plan for the learning log – plan of topics, references.

Summative: Learning Log of 2500 words 100%.This is a series of 4 x approximately 600 word narrative accounts that demonstrate the students’ module learning;

e) Chose an aspect of the law / ethics and discuss this in relation to your field of practice (LO 3)

f) What is the impact of culture on your practice? (LO 2,4)g) Identify what you have learned from your practice in relation to the role of an-

other Health Care Professional. (LO 1,2,4,5)h) Discuss an interaction or event from your practice and demonstrate how you

applied appropriate healthcare attitudes to this event. (LO 1,2,5)

Each section of the learning log should have a minimum of 5 references.Each log is submitted separately and feedback given in order to inform the next stage of the log.

Assessment weighting: 100% 2500 words

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Cottrell, CJ (1999) The Study Skills Handbook Hampshire, Palgrave Macmillan

Nursing Standard & RCN .(2008). Health care assistants and assistant practitioners delegation and accountability. Middlesex: RCN.

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NMC. (2008) Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Code of conduct for Healthcare Support Workers NHS Scotland, The Scottish Government 2009

Recommended:Ellis R, Gates B & Kenworth W. (2003). Interpersonal Communication in Nursing theory and practice. London: Churchill Livingstone

Griffith R & Tengnah C. (2008). Law and Professional Issues in Nursing . Poole: Learning Matters

Hood A. (2007). ‘Getting to grips with reflection’. British Journal of Health Care Assistants. 1 (6), p.278-80

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Module Code: NIP 1012Module Title: Foundations for Health Care PracticeLevel: UG Level 4Credit Points: 30Start Term: Autumn term 2011/12Subject: NIPModule Leader: TbcAccredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module begins the process of developing the student as a Health Care Support Worker / Assistant Practitioner. It provides a foundation from which the student can develop the appropriate knowledge, skills, attitudes and conduct necessary for working in healthcare practice. These skills and attributes will be studied and developed throughout the student’s programme and in their career.

Learning OutcomesOn completion of this module the successful student will be able to:

5. Demonstrate knowledge of the context in which their practice is set – the NHS, professional codes, job descriptions, local policy and procedures.

6. Explore and engage with a range of appropriate attitudes for healthcare prac-tice.

7. Identify the key legal and ethical parameters for healthcare practice. 8. Demonstrate the specific role of the Health Care Worker within the wider multi-

disciplinary team. 5. Discuss the emerging role of Health Care Workers within the context of health and social care.

SyllabusLearning Outcome 1The NHS, professional codes, job descriptions, local policy and proceduresAccountability and responsibility of the student within their role. The role of carers.

Learning Outcome 2 Attitudes for healthcare practice – courtesy, politeness, respect, teamworkPersonal conduct and self presentationWorking relationships and boundariesCompassion, care, dignity, privacy

Learning Outcome 3Law - Concept of consent, Human rights Act, Right to refuse treatment, Safeguarding (children and vulnerable adults), Mental Health Act, Mental Capacity Act, Duty of care, confidentialitySelf awareness

Learning Outcome 4Values and concepts of the role of the Health Care Worker

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Delegation, teamworkMulti-disciplinary teamCultural awarenessDecision making

Learning Outcome 5Introduction to the NHS and social care provisionIntroduction to the independent and voluntary sectors

Learning, Teaching and Assessment StrategyA variety of teaching and learning strategies will be employed in this module to aid learning and development. Lectures, DVDs, discussions and seminars will develop underpinning knowledge. Further activities and support will be provided by materials on OASISplus.

Formative: In-class presentation of plan for the learning log – plan of topics, references.

Summative: Learning Log of 2500 words 100%.This is a series of 4 x approximately 600 word narrative accounts that demonstrate the students’ module learning;

i) Chose an aspect of the law / ethics and discuss this in relation to your field of practice (LO 3)

j) What is the impact of culture on your practice? (LO 2,4)k) Identify what you have learned from your practice in relation to the role of an-

other Health Care Professional. (LO 1,2,4,5)l) Discuss an interaction or event from your practice and demonstrate how you

applied appropriate healthcare attitudes to this event. (LO 1,2,5)

Each section of the learning log should have a minimum of 5 references.Each log is submitted separately and feedback given in order to inform the next stage of the log.

Assessment weighting: 100% 2500 words

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Cottrell, CJ (1999) The Study Skills Handbook Hampshire, Palgrave Macmillan

Nursing Standard & RCN .(2008). Health care assistants and assistant practitioners delegation and accountability. Middlesex: RCN.

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NMC. (2008) Standards of conduct, performance and ethics for nurses and midwives. London: NMC. Code of conduct for Healthcare Support Workers NHS Scotland, The Scottish Government 2009

Recommended:Ellis R, Gates B & Kenworth W. (2003). Interpersonal Communication in Nursing theory and practice. London: Churchill Livingstone

Griffith R & Tengnah C. (2008). Law and Professional Issues in Nursing . Poole: Learning Matters

Hood A. (2007). ‘Getting to grips with reflection’. British Journal of Health Care Assistants. 1 (6), p.278-80

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Module Code: NIP 1008Module Title: Essential Skills for Health Care PracticeLevel: UG Level 4Credit Points: 15Start Term: Autumn term 2011/12Subject: NIPModule Leader: Paul Walker TbcAccredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module aims to equip students with knowledge in essential biological concepts and caring skills. Essential biological concepts included are human anatomy and physiology, and infection control. Care skills encompass those shown in the syllabus. It provides a foundation from which the student can build and develop their healthcare practice throughout their programme and caring career.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Describe the anatomy and physiology of the body systems listed in the syl-labus.

2. Demonstrate the ability to carry out a range of caring skills and explain the un-derlying principles.

3. Utilise infection control policies including standard precautions in relation to the delivery of care.

4. Explain the role of the Health Care Worker in relation to medicines manage-ment

SyllabusLearning Outcome 1An introduction to A & P of the following body systems:Cardio-vascular, respiratory, renal, digestive, the skin, nervous and musco-skeletal systems

Learning Outcome 2 Introduction to the practice and recording of caring skills:Hand washing, temperature, pulse, BP, respirations, urinalysis, hygiene and comfort measures.

Learning Outcome 3The principles of infection control and the Health Care Worker’s role in the prevention of healthcare associated infection.The local policies in relation to standard precautions, specimen collection and aseptic technique.

Learning Outcome 4Role of the health care worker in medicines managementNumerical concepts related to medicines management

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Learning, Teaching and Assessment StrategyLearning and development will be facilitated by Seminar sessions, workshops, and guided study materials.

Formative: In-class quizzes, skills demonstration rehearsals.

Summative: 75% demonstration of caring skills (30 mins) (LOs 2,3,4)This will involve 2 skills stations (seen topic) based around the module scenarios (seen) where the student will individually demonstrate the following skills:

Station 1 - hand washing Station 2- Temperature, pulse, BP and respiration

25% online workbook Anatomy and physiology and medicines management (LO 1). 1000 words

Assessment weighting: 75% Demonstration, 25% workbook

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Waugh, A., & Grant, A. 2010. Ross and Wilson – Anatomy and physiology in health and illness (11th edition.) . London: Churchill Livingstone.

Recommended:Ingram, P., & Lavery, I. 2009. Clinical skills for healthcare assistants (1st edition). Chichester: Wiley-Blackwell.

Code of conduct for Healthcare Support Workers NHS Scotland, The Scottish Government 2009

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Module Code: NIP 1015Module Title: Foundations for Field of Health Care Practice (Adult)Level: UG Level 4Credit Points: 30Start Term: Autumn term 2011/12Subject: NIPModule Leader: Deidre Ryan TbcAccredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module begins the process of developing the skills required for Health Care Workers working in areas of adult care within a range of care settings. These skills will be studied throughout the student’s programme and beyond, in the world of work. In addition this module will specifically introduce the principles of caring for adults in health care practice.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Discuss principles of care of the adult patient within a range of settings2. Identify the role of the healthcare worker within the context of the multi-discip-

linary team caring for adult patients.3. Demonstrate the impact of old age, dementia and learning disabilities on

patients and carers.

SyllabusLearning Outcome 1Adult life cycle, introduction to care of the adult within the hospital setting and community setting, principles of care for the surgical and medical patient, introduction to pain management

Learning Outcome 2Introduction to the role of the healthcare worker in relation to the assessment, planning, implementation and evaluation of care of the adult

Learning Outcome 3Principles of care for the older patient, introduction to dementia, introduction to learning disabilities

Learning, Teaching and Assessment StrategyA variety of teaching and learning strategies will be employed in this module. Lectures, DVDs, seminar discussions, demonstrations and skills rehearsal will develop underpinning knowledge and skills. Further activities and support will be provided by materials on OASISplus.

Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current

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experience in the subject areas. Students will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.

Tutorial time via Personal Professional Development (PPD) Groups will be used by Tutors to advise and assist student groups and individuals to develop their assignments, but will also provide means for individual student discussion and support. PPD groups will in addition provide the framework to promote student reflection and self reflection.

Formative: In-class presentation of plan for case study.

Summative: 100% - Case Study Report. Write a report of the care given to an adult patient, and your involvement within this. This should follow the format provided in the module handbook and should focus on 3 specific aspects of their care (2500 words) (LOs 1,2,3).

Assessment weighting: 100% 2500 words

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Waugh, A., & Grant, A. 2010. Ross and Wilson – Anatomy and physiology in health and illness (11th edition ). London: Churchill Livingstone.

Recommended:Ingram, P., & Lavery, I. 2009. Clinical skills for healthcare assistants (1st edition). Chichester: Wiley-Blackwell.

Code of conduct for Healthcare Support Workers NHS Scotland, The Scottish Government 2009

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Module Code: PHC 1015Module Title: Foundations for Field of Health Care Practice (Child)Level: UG Level 4Credit Points: 30Start Term: Autumn term 2011/12Subject: NIPModule Leader: Kate Brown TbcAccredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module begins the process of developing the skills required for Health Care Workers working in areas of infants / children’s / young people care within a range of care settings. These skills will be studied throughout the student’s programme and beyond, in the world of work. In addition this module will specifically introduce the principles of caring for infants / children / young people in health care practice.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Discuss the development of the child and the principles of care of the infant / child / young person within a range of settings

2. Identify the role of the healthcare support worker within the context of the multi-disciplinary team caring for infants / children / young people

3. Demonstrate the impact of learning disabilities on children, parents and famil-ies

4. Discuss the Common Core of Skills and Knowledge for the Children and Young People’s workforce

SyllabusLearning Outcome 1 & 4 Growth and development of the infant / child / young person related to care within a range of settings

Learning Outcome 2 & 4 Introduction to the role of the healthcare support worker in relation to the assessment, planning, implementation and evaluation of care of the child / adolescent / young person within a range of settings. Introduction to family nursing including vulnerable children. Multi-agency working and sharing information.

Learning Outcome 3 & 4 Introduction to learning disabilities, developmental conditions e.g. Autism, Cerebral Palsy. Supporting Transitions.

Learning, Teaching and Assessment StrategyThis module will draw on practice experience to inform classroom discussion and students will be encouraged to test the theory learnt in the classroom in the practice setting. The case study report aims to integrate the theory and practice. Learning and

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development will be facilitated by seminar sessions, workshops, and guided study materials.Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current experience in the subject areas. Students will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.

Tutorial time via Personal Professional Development (PPD) Groups will be used by Tutors to advise and assist student groups and individuals to develop their assignments, but will also provide means for individual student discussion and support. PPD groups will in addition provide the framework to promote student reflection and self reflection.

Formative: In-class presentation of plan for case study.

Summative: 100% - Case Study Report. Write a report of the care given to an infant / child / young person, and your involvement within this. This should follow the format provided in the module handbook and should focus on 3 specific aspects of their care (2500 words) (LOs 1,2,3).

Assessment weighting: 100%, 2500 words

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Waugh, A., & Grant, A. 2010. Ross and Wilson – Anatomy and physiology in health and illness (11th edition ). London: Churchill Livingstone.

Glasper A, McEwing G, Richardson J 2009 Foundation Studies for Caring London Palgrave Macmillan (Especially chapters 18-22 Care of neonate to adolescent)

Recommended:Ingram, P., & Lavery, I. 2009. Clinical skills for healthcare assistants (1st edition). Chichester: Wiley-Blackwell.

Code of conduct for Healthcare Support Workers NHS Scotland, The Scottish Government 2009

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Module Code: MHR 1015Module Title: Foundations for Field of Health Care Practice (Mental Health)Level: UG Level 4Credit Points: 30Start Term: Autumn term 2011/12Subject: MHRModule Leader: Roland Lodoiska TbcAccredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module begins the development of skills required for Health Care Workers working within areas of mental health care within a range of care settings. These skills will be studied throughout the student’s programme and beyond, in the world of work. In addition this module will specifically introduce the principles of caring for adults in health care practice.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Demonstrate an understanding of the importance of verbal and non-verbal communication across a range of health and social care settings.

2. Utilise a range of written and electronic communication methods.3. Identify the role of the healthcare worker within the multi-disciplinary team. 4. Demonstrate an introductory knowledge of the spectrum of mental health from

prevention to recovery.5. Describe the partnership between mental health services, the service user and

their carers in addressing their mental health needs.

SyllabusLearning Outcome 1 & 2Introductions to models, theories and concepts of communication and application to practice. Developing effective communication skills. Establishing engagement skills. Effective listening. Receiving feedback. Communicating empathy and warmth. Non-verbal behaviour.

Learning Outcome 3Introduction to the role of the healthcare worker in relation to the planning and implementation of care for clients in a range of settings

Learning Outcome 4The spectrum of mental health from prevention to recovery; concept of mental health – including trans-cultural understanding; Basic introduction to classification of mental health disorders according to DMSV and ICD10; Models: Stress –Vulnerability, Recovery, Social and Medical

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Learning outcome 5Introduction to mental health settings and how care is delivered e.g. Assertive Outreach, Crisis and Home Treatment Teams, Acute, PICU, Forensic, Addiction, Old Age and CAMHs; Introduction to therapeutic interventions / approaches within mental health; user/carer involvement

Learning, Teaching and Assessment StrategyA variety of learning strategies are employed. Lectures are interactive and may include videos, group discussion and practical demonstrations. The delivery will be from a variety of professionals with current experience in the subject areas. Students will be guided to supplement their lectures through additional self directed learning via extensive module related materials on OASISplus.

Tutorial time via Personal Professional Development (PPD) Groups will be used by Tutors to advise and assist student groups and individuals to develop their assignments, but will also provide means for individual student discussion and support. PPD groups will in addition provide the framework to promote student reflection and self reflection.

Formative: In-class presentation of plan for case study.

Summative: 100% - Case Study Report. Students will be expected to identify a client from placement that they have worked with, and write a report identifying the key mental health condition, the treatment provided by the multi-disciplinary team, including a reflection on the role / participation of the health care practitioner in this care process (2500 words) (LOs 1-5).

Assessment weighting: 100%, 2500 words

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Donnelly, E., Neville, L. (2008) Communication and Interpersonal Skills Health and Social Care: Knowledge and Skills. Reflect Press Ltd, Exeter.Davis, T, Craig, T. (2009) ABC of Mental Health. BMJ Publication. Gelder, M.G., Lopez-Ibor, J.J., Andreasen, N. (2009) New Oxford Textbook of Psychi-atry. Oxford University Press Pilgrim, D. (2009) (2nd Edition) Key Concepts in Mental Health. Sage Publications Lt-d.London

Recommended:American Psychiatric Association (1995) Diagnostic and Statistical Manual of Mental Disorders APA North America

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Module Code: NIP 1016Module Title: Health Care Practice 1Credit Points: 30Module Leader: TbcLevel: UG Level 4Credit Points: 30Start Term: Autumn term 2011/12Module Leader: Carol Lincoln TbcAccredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module aims to facilitate students to develop the required level of knowledge, skills and attitudes to enable them to practice safely and effectively in the role of Health Care Support Worker.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Practice safe, person centred care under the delegation of a registered practitioner.

2. Carry out a range of clinical skills as identified within their assessment document demonstrating the underpinning knowledge to support care.

3. Contribute to the effective delivery of care in partnership with service users and other healthcare practitioners.

4. Reflect on and develop awareness of own level of achievement and areas for further development through self assessment.

5. Practice honestly and with integrity demonstrating awareness of professional boundaries within professional practice.

SyllabusThis will be individualised to the learning needs of the student but will include preparation for practice and reflection on learning from practice. Essential skills that will be included are – comfort measures, communication, observations, infection control, nutrition and hydration and elimination.

Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include skills rehearsal and online resources using OASISplus. Within the various practice settings the students will be supported by a supervisor who will facilitate them to achieve the standards and skills identified in their assessment documentation. Regular meetings with the Personal Development Tutors will facilitate the student to review and analyse their progression and development.

Assessment: Coursework 100%

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Formative: Students will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by their supervisor and Personal Development Tutor.

Summative: 100% - Year 1 Assessment of Practice Documentation. (LO’s 1 – 5)

Assessment weighting: 100%, 2500 words

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Ellis, R., Gates, B., & Kenworthy, W., (2003) Interpersonal Communication in Nursing Theory and Practice, London: Churchill Livingstone.

Hood, A. (2007) Getting to grips with reflection, British Journal of Health Care Assistants, 1 (6), p278-80

Ingram, P., & Lavery, I. 2009. Clinical skills for healthcare assistants (1st Edition). Chichester: Wiley-Blackwell.

Recommended:Baillie, L. (2009)Developing Practical Adult Nursing Skills(3 rd Edition). London:Hodder Arnold.Sale, J. & Neale, H., (2005) The Nurses Approach: self awareness and communication in Baillie, L. (Ed) Developing Practical Nursing Skills, (2 nd Edition ), London, Hodder Nelson.

Nursing Standard & RCN .(2008). Health care assistants and assistant practitioners’ delegation and accountability. Middlesex: RCN.

Systems of life. [online]. (2009). Nursing Times. Available from:www.nursingtimes.net/nursing-practice-clinical-research/systems-of-life-archive/ [Accessed 07/07/2010].

Kozier, B., Erb, G., Berman, A., Snyder, S., Lake, R., & Harvey, S. (2008) Fundamentals of Nursing. Harlow: Pearson EducationBrooker, C. & Waugh, A. (2007) Foundations of Nursing Practice. London: Mosby Elsevier

69

Module Code: MHR 1016Module Title: Health Care Practice 1Credit Points: 30Module Leader: Albert Odro TbcLevel: UG Level 4Start Term: Autumn term 2011/12Accredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module aims to facilitate students to develop the required level of knowledge, skills and attitudes to enable them to practice safely and effectively in the role of Health Care Support Worker.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Practice safe, person centred care under the delegation of a registered practitioner.

2. Carry out a range of clinical skills as identified within their assessment document demonstrating the underpinning knowledge to support care.

3. Contribute to the effective delivery of care in partnership with service users and other healthcare Practitioners.

4. Reflect on and develop awareness of own level of achievement and areas for further development through self assessment.

5. Practice honestly and with integrity demonstrating awareness of professional boundaries within professional practice.

SyllabusThis will be individualised to the learning needs of the student but will include preparation for practice and reflection on learning from practice. Essential skills that will be included are – comfort measures, communication, observations, infection control, nutrition and hydration and elimination.

Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include skills rehearsal and online resources using OASISplus. Within the various practice settings the students will be supported by a supervisor who will facilitate them to achieve the standards and skills identified in their assessment documentation. Regular meetings with the Personal Development Tutors will facilitate the student to review and analyse their progression and development.

Assessment: Coursework 100%

Formative: Students will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by their supervisor and Personal Development Tutor.

70

Summative: 100% - Year 1 Assessment of Practice Documentation. (LO’s 1 - 5)

Assessment weighting: 100% 2500 words

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Ellis, R., Gates, B., & Kenworthy, W., (2003) Interpersonal Communication in Nursing Theory and Practice, London: Churchill Livingstone.

Hood, A. (2007) Getting to grips with reflection, British Journal of Health Care Assistants, 1 (6), p278-80

Ingram, P., & Lavery, I. 2009. Clinical skills for healthcare assistants (1st Edition). Chichester: Wiley-Blackwell.

RecommendedBaillie, L. (2009)Developing Practical Adult Nursing Skills(3 rd Edition). London:Hodder Arnold.

Sale, J. & Neale, H., (2005) The Nurses Approach: self awareness and communication in Baillie, L. (Ed) Developing Practical Nursing Skills, (2 nd ) Edition ), London, Hodder Nelson.

Nursing Standard & RCN .(2008). Health care assistants and assistant practitioners’ delegation and accountability. Middlesex: RCN...

Systems of life. [online]. (2009). Nursing Times. Available from:www.nursingtimes.net/nursing-practice-clinical-research/systems-of-life-archive/ [Accessed 07/07/2010].

Kozier, B., Erb, G., Berman, A., Snyder, S., Lake, R., & Harvey, S. (2008) Fundamentals of Nursing. Harlow: Pearson Education

Brooker, C. & Waugh, A. (2007) Foundations of Nursing Practice. London: Mosby Elsevier

71

Module Code: PHC 1016Module Title: Health Care Practice 1Credit Points: 30Module Leader: Kate Brown TbcLevel: UG Level 4Start Term: Autumn term 2011/12Accredited by: N/A Pre-Requisites: N/AProgramme restrictions: Must be on HCSW / AP programmeLevel Restrictions: N/AAutomatic Deferral: No

AimsThis module aims to facilitate students to develop the required level of knowledge, skills and attitudes to enable them to practice safely and effectively in the role of Health Care Support Worker.

Learning OutcomesOn completion of this module the successful student will be able to:

1. Practice safe, person centred care under the delegation of a registered practitioner.

2. Carry out a range of clinical skills as identified within their assessment document demonstrating the underpinning knowledge to support care.

3. Contribute to the effective delivery of care in partnership with service users and other healthcare practitioners.

4. Reflect on and develop awareness of own level of achievement and areas for further development through self assessment.

5. Practice honestly and with integrity demonstrating awareness of professional boundaries within professional practice.

SyllabusThis will be individualised to the learning needs of the student but will include preparation for practice and reflection on learning from practice. Essential skills that will be included are – comfort measures, communication, observations, infection control, nutrition and hydration and elimination.

Learning, Teaching and Assessment StrategyLearning will take place within and from practice learning. This will include skills rehearsal and online resources using OASISplus. Within the various practice settings the students will be supported by a supervisor who will facilitate them to achieve the standards and skills identified in their assessment documentation. Regular meetings with the personal development tutors will facilitate the student to review and analyse their progression and development.

Assessment: Coursework 100%

Formative: Students will have a negotiated learning agreement for each period of practice learning which will be regularly reviewed by their supervisor and Personal Development Tutor.

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Summative:100% - Year 1 Assessment of Practice Documentation (LO’s 1 – 5)

Assessment weighting: 100% 2500 words

Seen examination: N/A

Unseen examination: N/A

Coursework (no examination): 100%

Timetabled examination required: No

Length of exam: N/A

Learning Materials:

Essential:Ellis, R., Gates, B., & Kenworthy, W., (2003) Interpersonal Communication in Nursing Theory and Practice, London: Churchill Livingstone.

Hood, A. (2007) Getting to grips with reflection, British Journal of Health Care Assistants, 1 (6), p278-80

Ingram, P., & Lavery, I. 2009. Clinical skills for healthcare assistants (1st Edition). Chichester: Wiley-Blackwell.

Recommended:Baillie, L. (2009)Developing Practical Adult Nursing Skills(3 rd Ed.). London:Hodder Arnold.

Sale, J. & Neale, H., (2005) The Nurses Approach: self awareness and communication in Baillie, L. (Ed) Developing Practical Nursing Skills, (2 nd Edition ), London, Hodder Nelson.

Nursing Standard & RCN .(2008). Health care assistants and assistant practitioners’ delegation and accountability. Middlesex: RCN.

Systems of life. [online]. (2009). Nursing Times. Available from:www.nursingtimes.net/nursing-practice-clinical-research/systems-of-life-archive/ [Accessed 07/07/2010].

Kozier, B., Erb, G., Berman, A., Snyder, S., Lake, R., & Harvey, S. (2008) Fundamentals of Nursing. Harlow: Pearson EducationBrooker, C. & Waugh, A. (2007) Foundations of Nursing Practice. London: Mosby Elsevier

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Appendix 1

Accessing University IT systems

Logging onto the computer network

This enables you to use computers in the Learning Resources Centres or anywhere else on a Middlesex University Campus. To access a computer you will need:

1. Your IT User ID: this is printed on the back of your student card, con-sisting of your initials and three or more digits, e.g. SO807

2. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all nu-

meric, please insert an UPPERCASE M at the beginning of your password.)

Date of Birth = 27th June 1989 Password = M00123456jun

3. You will need to change your password the first time you login. Your new password MUST include the following: - at least 8 characters - at least one letter in UPPERCASE - at least one letter in lowercase - at least one number e.g. Sunsh1ne or Monday63

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/index.htm

Logging onto OASISplus

To access OASISplus take the following steps:1. From the 24-7 website click on the ‘OASISplus’ link or alternatively type

http://oasisplus.mdx.ac.uk/2. Click on the ‘MIDDLESEX UNIVERSITY’ link to take you to the login

page. 3. Enter your Username. This is your Student Number and can be found

on your student card. 4. For the most up to date information about OASISplus passwords please

go to:http://www.lr.mdx.ac.uk/helpsheets/getting_started/Howtologin.pdf. 5. You should now be able to see the list of modules for which you are

registered although only those with content will be listed here. Click on the module name to access the materials, discussions, assignments and other activities within the module.

For more information and troubleshooting advice visit the OASISplus pages on 24-7 at http://www.24-7.mdx.ac.uk/oasisplus/index.htm

Logging onto Athens

Your Athens username and password will enable you to access the full text databases or journal articles that the library subscribe to; wherever you are - on or off-campus; in the UK and abroad.

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1. Enter your User ID and Password = these are the same as for the computer network. But please note that the initial password will not work off campus so if you have not yet changed or cannot change your password on campus then please apply to a helpdesk for your password.

2. There are two ways to use Athens: you will usually be asked to login when accessing a specific article. Alternatively you can login once to all the resources authenticated by Athens at: http://www.lr.mdx.ac.uk/lib/athens

Logging onto MISIS 1. From the 24-7 website click on the ‘MISIS’ link or alternatively type

http://misis.mdx.ac.uk2. Enter your Username. This is your Student Number and can be found

on your student card. 3. Enter your PIN. If you are logging on for the first time, your default

password will be your date of birth (DDMMYY).4. You will need to change your password the first time you login, and

create a six-digit number.

For further information and assistance go to: http://www.24-7.mdx.ac.uk/misis/

Logging onto your Middlesex University email account 1. From the 24-7 website click on the ‘Student email’ link or alternatively

type http://www.outlook.com2. Your email address and login is: ITuserID@live.mdx.ac.uk 3. Your IT User ID: this is printed on the back of your student card,

consisting of your initials and three or more digits, e.g. SO807@live.mdx.ac.uk

4. Your Password: this is your Student Number + mmm, where mmm is the month (in lower case) of your date of birth. e.g. Student Number = M00123456 (If your Student Number is all nu-

meric, please insert an UPPERCASE M at the beginning of your password.)

Date of Birth = 27th June 1989 Password = M00123456jun

5. You will asked to complete a simple registration and change your password the first time you login

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

Logging onto your Sky Drive online file store1. This provides you with 25GB of online storage which can be accessed

at http://www.skydrive.live.com2. Your User ID and Password are the same as your email account

For further information and assistance go to: http://www.24-7.mdx.ac.uk/email/login.htm

Logging onto the Library catalogue1. Access the library catalogue at: http://library.mdx.ac.uk 2. Enter your Borrower ID. This is your Student Number and can be

found on your student card. 3. Enter your PIN. Your password will be your date of birth (DDMMYY). If

you are unsuccessful type in the default PIN number: 111111

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If you have difficulties accessing any university system please contact the computing helpdesk on your campus or the Web Helpdesk available online at http://webhelpdesk.mdx.ac.uk/.

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Appendix 2 – Code of Conduct

DRAFT – MARCH 2011

Code of Conduct for Student Healthcare Support Workers (HCSW) and Assistant Practitioners (AP)

1.0 Introduction

As a student of Middlesex University and an employee of one of the University’s Trust partners what you do as a student will have a big impact on the quality of care received by the users of health services.

This code of conduct has been agreed across the University and all Trust partners, and it sets out the standards that you are expected to work to whilst on your programme of study.

This code is based on the guiding principle of protecting the public, adults at risk and children, and it mirrors the standards that are expected of all the regulated healthcare professionals that you will work alongside.

All students must do their utmost to comply with this code, and any breach of this code whilst in practice will be investigated and dealt with by the employer and reported to the University, who may be required to deal with this under the University Regulations (section on student conduct and discipline).

2.0 The development of the code

This code is built on a code that was developed by a working group of the Scottish Executive Health Department in 2006. This group worked very closely with groups in other parts of the UK to make sure that the statements within the code were coherent and consistent and in keeping with similar codes in other relevant sectors such as social services. The code was piloted in 2007/8 and following this was reviewed and finalised, and received unanimous support.

3.0 Working ‘to standard’

As a student HCSW or AP you are expected to work to a certain standard. You need to be able to do your job properly, behave properly and do the right thing at all times in order to protect patients, members of the public and others from harm. Patients and their relatives, your colleagues, your employer and the University all expect this, and you must expect this of yourself.

4.0 Good character

In your work as a HCSW/AP you must always demonstrate ‘good character’. This means that you must always display the characteristics outlined in sections 4.1 to 4.13.

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4.1 Accountability

This means that you must always be able to answer for the things that you do, or do not do. You should be satisfied that you can justify to others the things that you do (actions) and the things that you do not do (omissions). You must carry out only the tasks agreed in your job description so that your employer knows what you are likely to be doing and therefore agrees to accept liability (known as vicarious liability) for your actions.

You can be satisfied that you are working to standard in relation to accountability if you can always provide good reasons for the way you have acted. Your employers will draw on the knowledge and skills you have used when they judge your actions. You must always ensure that you record your actions in line with your employer’s procedures. By taking part in ongoing monitoring of your performance you are demonstrating that you are aware of your accountability.

4.2 Awareness

This means that you must be honest with yourself and others abut what you can do and what you can’t do. The safety of your patients and colleagues must always be your first priority. You must always ask colleagues for help and guidance if you have any worries or concerns about your abilities.

You can be satisfied that you are working to standard in relation to awareness if you know yourself well enough to know what you are capable of doing and what you are not. You will understand that some procedures can only be carried out by people who have special training, and that in certain circumstances you will need permission from qualified staff / supervisors before you carry out certain tasks. If you feel that you are being asked to do something that you have not been trained to do and that you do not have the skills to do, you will speak up.

4.3 Integrity

This means that you will always do what is right to protect patients for whom you provide a service. You will always make sure that nothing you or anyone else does or does not do will cause harm to the mental or physical health or wellbeing or delay the recovery of any patient.

You can be satisfied that you are working to standard in relation to integrity if you always focus on protecting patients and others from harm, taking into account all aspects of equality and diversity. You must be prepared to report any issues that cause you concern.

4.4 Advocacy

This means doing your best for patients, their families and members of the public. You are expected to be responsible for promoting and protecting their interests, especially when they are unable to protect their own interests. This could involve speaking up for others to make sure that their views and what is best for them is always taken into account.

You can be satisfied that you are working to standard in relation to advocacy if you always put patients’ and members of the public’s interests first and make sure that you are meeting their needs. You will recognise that all people are individuals with different likes and dislikes, and you will acknowledge their equality and diversity to make sure you treat them equally and fairly.

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4.5 Sensitivity

This means that you will respect patients and members of the public. You will recognise that each person is an individual with real feelings and emotions. You will be able to think about how they think and feel and what the most appropriate response to their situation is.

You can be satisfied that you are working to standard in relation to sensitivity if you always treat people politely while being aware of the situation they are in and their reactions to this. You will be aware that people may be confused, angry, frustrated or anxious and this may affect the way they behave, and you will not take their reactions personally.

4.6 Objectivity

This means that you will treat people fairly and without bias and recognise that there must be no discrimination on the grounds of race, disability, gender, sexual orientation, religion or belief. You must not allow personal feelings about other people to interfere with your standard of work or the ‘duty of care’ you owe to patients. You must maintain clear boundaries when caring for others and ensure that relationships remain professional and not personal.

You can be satisfied that you are working to standard in relation to objectivity if you recognise and comply with the legal obligation of your employer to promote equality and avoid unlawful discrimination. You will be working to the same high standard with every person you work with and will view all people as being worthy of your respect and consideration.

4.7 Consideration and respect

This means that you will always do your utmost to maintain the privacy and dignity of others.

You can be satisfied that you are working to standard in relation to consideration and respect if you show thoughtfulness for peoples’ feelings and needs. You will protect others to make sure they are never unnecessarily exposed to embarrassing situations in front of yourself or others.

4.8 Consent

This means telling patients what you intend to do and listening carefully to what they say about it. You must always abide by the basic principle of working in partnership with patients and ensuring that they agree with what you are going to do – even if this is simple basic care – and it is recorded in their records. You should always report any concerns that patients or relatives express to your supervisor.

You can be satisfied that you are working to standard in relation to consent if you can demonstrate that you always ensure that the patient knows what you are planning to do and they are happy with that. If for any reason the patient is unable to give consent for themselves you must check with their family or your supervisor. If the patient or relative has not agreed to what you plan to do then you must not do it. You will always check with a senior member of staff if you are in any doubt.

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4.9 Confidentiality

This means protecting the privacy of others and is essential to protecting the interests of patients and members of the public. You must make sure that you never give out personal information about patients or members of the public, or details about their condition or treatment, to anyone other than colleagues who need to know. You must never discuss those in receipt of services outside of work or in a public place. If you do not protect the person’s right to confidentiality you may be breaking data protection laws. If you feel that someone is at risk of harm and that you need to speak out, you must discuss this with a senior colleague/supervisor before you do so.

You can be satisfied that you are working to standard in relation to confidentiality if you maintain a professional attitude at all times when handling information relating to a patient or member of the public, and will never ‘gossip’ to anyone at any time. When you do pass on information to a colleague as part of your job you will take care to be accurate and clear in what you say or write.

4.10 Co-operation

This means working effectively with your colleagues as part of a team. You should value the part you play in the team and respect the roles played by members of the team.

You can be satisfied that you are working to standard in relation to co-operation when the contribution you are making to the team is valued by others. You will be communicating effectively, sharing information and working to meet the team’s shared goals in the best interests of patients and members of the public.

4.11 Protection

This means making sure that patients, members of the public and others are protected from dangers and risks and that nothing you do, or don’t do, results in harm or risk to others.

You can be satisfied that you are working to standard in relation to protection when you can identify the dangers that patients, members of the public and colleagues face in the working environment, and do what you can to minimise the risk of accidents or harm. You will comply with your employer’s reporting procedures when you have any concerns.

4.12 Development

This means that you constantly try to increase your knowledge and skills by talking to patients, members of the public and colleagues and actively seek opportunities to learn in order to offer a better service to patients and members of the public.

You can be satisfied that you are working to standard in relation to development when you take every opportunity to protect patient and public safety by improving the way you work. You will continually monitor, evaluate and reflect on what you do at work and always strive to do your best.

4.13 Alertness

This means observing any changes that could affect a patient’s or member of the public’s needs or progress. You must always try to notice when a patient or member

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of the public isn’t doing what you expect of them and report your observations to an appropriate person.

You can be satisfied that you are working to standard in relation to alertness when you notice that something is ‘not quite right’ in relation to a patient or member of public or in the way in which a service is being delivered. You will be able to recognise when and how your concerns should be reported.

4.14 What this code means for you

As a student HCSW/AP you have a responsibility to work to standard. This means you must do the following:

Only do what your job description allows you to do. You must let your man-ager or supervisor know if you feel you are being asked to do something you don’t know how to or you know is not included in your job description.

If you accept a task delegated to you by a healthcare professional then they remain professionally accountable for delegating the task. However, when you accept the task you will be accountable for how well you perform it.

Make sure that you always follow the standard procedure for carrying out any task or duty.

Make sure that you always obtain consent, in line with your employer’s policy, before doing anything to a patient or member of the public.

Follow the ‘duty of care’ by making sure that no-one comes to harm because of something you have done or something you have not done, or because you have been careless or taken risks.

Make sure that any notes or records you are required to make are up to date and accurate. You should only write down information relevant to the service you have provided, and get an appropriate person to sign the record in line with your employer’s policy. Always seek advice if you are unsure as you are accountable for anything that you write, no matter how informal it may seem.

Raise issues that you are concerned about with your line manager where these relate to:

1. How the care or service is delivered2. The personal health, safety and security of patients and members of

the public3. Harm and abuse to patients and members of the public

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