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BSc (Hons) Child Health (top up)
School of Nursing
To be read in conjunction with University Academic Regulations
2015/16
All course materials, including lecture notes and other additional materials related to your course and provided to you, whether electronically or in hard copy, as part of your study, are the property of (or licensed to) UCLan and MUST not be distributed, sold, published, made available to others or copied other than for your personal study use unless you have gained written permission to do so from the Dean of School. This applies to the materials in their entirety and to any part of the materials.
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Contents page
Section Title Page number
1 Introduction to the BSc (Hons) Child Health (top-up) 5
2 Structure of the Course 11
3 Approaches to Learning and Teaching 17
4 Student Support and Guidance 22
5 Assessment 24
6 Course Regulations 32
7 Student Voice 33
8 Glossary of terms used in the handbook 36
9 Appendices
Individual Course Plan
Programme specification
Fee Information
39
1. Welcome to undergraduate study with the School of Health Welcome to the University of Central Lancashire and in particular to the College of Health and Wellbeing and within that the School of Nursing, where more information can be accessed at: http://www.uclan.ac.uk/schools/school_of_health/index.php
The part-time BSc (Hons) Child Health ‘top-up’ degree is a specially designed programme of study offering practitioners the opportunity to explore health care issues within the remit of their individual area of practice with a focus on child health care including partnership working and delivery of client led services. This course will be of interest to first registration Children’s Nurses, and practitioners working within the arena of child health care who wish to develop their career within child health. The course will enable practitioners to enhance their clinical competence; expand their clinical capability within the multidisciplinary team, and participate in developing and promoting appropriate practice development to facilitate the delivery of quality care to children, young people, their carers and families. This course brings together a teaching team from a range of clinical/professional backgrounds. To ensure a co-ordinated approach to the management of the course there is a course leader: Your course leader is: Arija Parker Senior Lecturer School of Health
Office: Brook 337 Tel: 01772 893636 Email: [email protected]
Arija will work closely with you to facilitate your progress throughout the programme. She will be responsible for supporting the recruitment process, organising enrolment, personal tutor allocation and marking in line with the school policy on these. As course co-ordinator she will provide academic leadership and is responsible for the effective operation of your course plan (see Appendix 1), progression through the course and to provide general support and guidance. It is important that you arrange to meet up with Arija when you first enrol onto this programme to plan your programme of study. If you have any concerns or worries, or wish to make changes to your course schedule you must make an appointment to see her in the first instance. Contact telephone (direct dial) numbers are listed above, or contact her via e-mail
1.2 Rationale, aims and learning outcomes of the course
1.2.1 Course rationale The development of this top up degree was due to the impetus from Every Child Matters (2003) and the NSF for Children, Young People and Maternity services (2004) many years ago and the need for this programme still prevails as the need to develop practitioners beyond Dip (HE) status to meet the needs of service users in what is becoming an all graduate nursing profession. Developed in close partnership with colleagues from clinical practice, the course outcomes reflect the developmental needs of healthcare practitioners, the service needs of the organizations and most importantly the desire to improve the quality of care delivered to children and young people accessing
healthcare in a variety of environments, such as, accident and emergency units, walk in centres, children’s assessment and observation units and general practitioner surgeries in addition to acute hospital ward areas. It is imperative that nurses and other healthcare professional are able to respond to the variety of service demands placed upon them within these environments and are also able to react to policy drivers which change service provision. A range of subject material, innovative teaching, learning and assessment strategies and personal development planning opportunities embodied within this programme will furnish you with skills to react to these demands and also foster lifelong learning opportunities. The course brings practitioners together from a range of clinical and professional backgrounds. The practitioner is placed at the centre of a cooperative learning process that will develop skills and knowledge to critically analyse and evaluate approaches to child/ young people health and social care provision.
1.2.2 Course aims The aim of the course is to enhance the practitioner’s professional knowledge and competencies to cope with the demands and complexities of practice, working within health and social care environments with children, young people and their families. The course will enable practitioners to critically reflect on their clinical competence; expand their clinical capability within the multidisciplinary team, and participate in developing and promoting appropriate practice development to facilitate the delivery of quality care. Practitioners work within complex health care systems that reflect dynamic social, political and economic agendas. The contemporary child health care settings demand flexible, proactive staff, who deliver high quality care within evolving structures. This involves new and expanding roles for practitioners and the continuing reorganisation of services (NSF for children, young people and maternity services 2004) The course is based on a student centred approach to study this involves an active partnership between you, professional colleagues, and course and module leaders. You are expected to contribute your; knowledge, skills and experience to the course, with the intent of expanding these to further develop and enrich your professional expertise (see Appendix 1).
1.2.3 Course learning outcomes A. Knowledge and Understanding On successful completion of the programme the practitioner working in the arena of child health care, will be able to:
A1. Critically examine and engage in supporting the welfare and protection of children/ young people and families within their care
A2. Demonstrate enhanced skill, knowledge and expertise in meeting the challenges inherent in a range of practice situations
A3. Evaluate health care provision and delivery of services to children/young people, carers and families within a multiagency / multiprofessional / interprofessional environment
A4. Engage in developing quality initiatives and innovations that influence practice development so enhancing the quality of health care provision
A5. Critically analyse the evidence base relevant to supporting and developing current practice
B. Subject-specific skills On successful completion of the programme the practitioner working in the arena of child health care will be able to
B1. Complete and adapt subjective and objective child health assessments in a range of settings. B2. Maintain patient records with due regard to professional, ethical and legal standards. B3. Apply and adapt a range of child health skills according to patient need/environment. B4. Adopt appropriate professional behaviour in line with relevant professional standards. B5. Practice effective children health care [autonomously & as part of a team] in a range of
contemporary settings. B6. Promote health and healthy living. B7. Actively participate in multiagency, multidisciplinary and interprofessional working
C. Thinking Skills On successful completion of the programme the practitioner working in the arena of child health care will be able to C1 Use the clinical and professional reasoning processes to analyse child health assessment
findings and determine how thy inform the continuing care of the child and family C2 Analyse and apply evidence and research related to practice C3 Critically appraise the political, legal and ethical issues related to practice C4 Engage in the development of knowledge and understanding of the child’s journey to promote
seamless care C5 Critically evaluate own practice in the field of child health C6 Engage in reflective practice. C7 Identify limits of own practice. C8 Critically evaluate professional practice issues C9 Present theoretical frameworks to support structured arguments D. Other skills relevant to employability and personal development On successful completion of the programme the practitioner working in the arena of child health care will be able to: D1 Develop IT and research skills via data base search strategies to retrieve evidence; ELearn
based discussion boards, chat rooms and email; PowerPoint presentation to support case studies and Problem Based Learning sessions.
D2 Develop numeracy by analysis of research and audit data D3 Develop personal development plans that support lifelong learning D4 Build on personal communication skills that enhance multi-disciplinary working, and present
information clearly to others D5 Contribute effectively to teamwork via problem based learning, discussion groups and
portfolio development. A complete copy of the Programme Specification can be found in Appendix 2 at the end of this handbook.
1.3 Course Team The School of Nursing has a range of lecturers with different specialist and general backgrounds who you will meet in different modules. Other specialist staff will be involved in the delivery of the course and who they are will depend on your specific clinical background and/ or focus of study throughout each module,
particularly when you start working on your dissertation in the final year of the course. The team included in the table below form the core course team:
Tutor Clinical Specialism Contact details
Carol Blackmore Child Health Specialist interests: Acute management of the sick child
Brook Building 337 Tel: 01772 895522 Email: [email protected]
Karen Blake Child Health (Acute) Specialist interests: Use of simulation (METI) to develop practice
Brook Building 337 Tel: 01254 687269 Email: [email protected]
Rachel Byatt Child Health (Acute) Specialist interests: Numeracy, child protection and CAMHS
Brook Building 337 Tel: 01772 895521 Email: [email protected]
Julie Cummings Child Health (Children’s community nursing) Specialist interests: Child protection, clinical skills teaching and community practice
Greenbank Building Tel: 01772 893773 Email: [email protected]
Diane Daune Child Health (Acute and Midwifery / Neonates) Specialist interests:
Brook Building 337 TEL: 01772683625 Email: [email protected]
Martin Earley Child Health (Acute including PICU) Specialist interests: Problem based learning and simulation (METI) to bring real life perspective to teaching in HEI environment
Brook Building 337 Tel: 01772 895105 Email: [email protected]
Dawn Eccleston Child Health (Health Visiting) Specialist interests: Child protection
Greenbank Building 210 Tel: 01772 893770 Email: [email protected]
Arija Parker Child Health (Acute) Course Leader Specialist interests: Numeracy in Nursing, Children’s Pain Assessment and Management
Brook Building 423 Tel: 01772 893636 Email: [email protected]
Katie Rowson Child Health (Research and Community practice) Specialist interests: HIV in children and young people, international children’s nursing and research with children and young people.
Brook Building 423 Tel: 01772 894582 Email: [email protected]
Linda Sanderson Child Health (Acute and Oncology Care) Specialist interests: Life limiting illness, complex care
Brook Building 337 Tel: 01772 893793 Email: [email protected]
1.4 Academic Advisor On commencement of the top up degree programme you will be allocated a personal tutor who will support you throughout the course. Contact with your Personal Tutor is normally expected to be initiated by you. From the initial meeting you will be able to decide the best way of communicating with your personal tutor. You may wish to use them for general academic
advice and support especially in the early stages of the course when, for example trying to work out the Universities expectations for working at Level 6 (Year 3 of an undergraduate degree programme). Take time prior to the meeting to prepare carefully in order to ensure you receive the maximum benefit from meeting with your personal tutor. You are advised to maintain regular contact with your personal tutor, not just when you encounter problems
1.5 School office and administration details The key contact for sorting out your programme details and giving advice on tuition fees, when modules run and other administrative details are the NHS Contracts Unit, who can be contacted on 01772 893839. Arija, as the course leader will also be able to attend to most queries or signpost you to the correct
person who can handle your query.
1.6 Communication The University expects you to use your UCLan email address and check regularly for messages from staff. If you send us email messages from other addresses they risk being filtered out as potential spam and discarded unread. E-mail is an effective method of communication and we strongly encourage you all to use this form of communication whenever appropriate. You are given an e-mail address once you enrol with the library. Your university library identification number can be found on the reverse of your library card - your initial(s) / surname / (a number if you have more than one person registered with the same initials and surname e.g. lsanderson1). To create your e-mail address add ‘@uclan.ac.uk’ - see the course module leaders e-mail addresses for examples. This is the email address that is used as the key way of contacting you should classes be cancelled, for module supervision and to return assignment feedback to you. Many of the lecturers either use an email based Outlook calendar or location sheets that give some indication of their activities where this information can be accessed in the School Office (BB240, Brook building 2nd Floor). The office will take a message if you are having difficulty contacting your module or course leader (telephone 01772 894646). If you need to speak to someone urgently please contact one of the other child health lecturers (as detailed above) who will try to help you. You should expect a response to an email or voicemail within 3 working days of leaving the message (whilst taking note of the return message generated by the email sent or voicemail left). Increasingly members of the course team are using discussion rooms on Blackboard or Skype to communicate or facilitate tutorials so having a Skype account is useful especially if you are doing some of your learning on-line.
1.7 Induction information This is a course that is designed to run in a flexible manner so you may enrol at the beginning of Semester 1, 2 or 3 dependent on when you choose to access the modules. You will need to apply and re-enrol on line prior to starting each module. Please ensure that you know your enrolment date. If you have maintained contact with your course leader and have developed a course/ progression plan, you will be able to plan when you undertake modules and review purchasing arrangements on an annual basis. Information on how to apply and enrol can be accessed online via University website and from Post registration recruitment at [email protected] or via phone on 01772 893836/3839.
Whenever you begin to study there is always a lot of information to read and digest. The information contained in this handbook is focused specifically on the needs of post-registration students and contains and directs you the key support mechanisms we have in place for students studying in the School of Nursing . We advise you to take some time to read through this information, if you do not understand any of the issues please see your course leader. There is a wealth of supplementary information on study
skills on the university web site and you will be offered further one to one advice when you meet up with your personal tutor. You can access the web sites through the university at www.uclan.ac.uk This course handbook should be read within the context of the Student Handbook which offers much more detailed information about how this course fits into the larger College of Health and Wellbeing. This handbook provides you with information about how the School of Nursing is administered. You should pay particular attention to the section detailing the regulations governing assessment. The School Handbook provides information and guidance on study skills, which is essential reading if you have not studied for a long time and can be accessed at: need updated link
1.8 External Examiner
The University has appointed an External Examiner to your course who helps to ensure that the
standards of your course are comparable to those provided at other higher education institutions in
the UK. The name of this person, their position and home institution can be found below. If you
wish to make contact with your External Examiner, you should do this through your Course Leader
and not directly. External Examiner reports will be made available to you electronically. The School
will also send a sample of student coursework to the external examiner(s) for external moderation
purposes, once it has been marked and internally moderated by the course tutors. The sample will
include work awarded the highest and lowest marks and awarded marks in the middle range.
We have an External Examiner on this programme - Maureen Harrison from the University of Southampton, who will be reviewing our marking and moderation systems and making suggestions for how to improve the course. She visits us here to attend course boards and her external examiner reports are available on the course Blackboard site should you wish to see what she is saying about the course as a whole.
2. Structure of the Course The BSc (Hons) Child Health offers a flexible degree that enables the child health professional to focus on core issues such as safeguarding and research in children’s nursing as well as a choice in option modules to help develop practice within some specialist areas of practice in children and young people’s nursing.
2.1 BSc (Hons) Child Health (top-up): course structure
2.1.1 Length of time to complete the course This is a part time course, which means that you have a minimum of 2 years to a maximum of 5 years to complete. In any given year, part time students may study up to 80 credits a year. You should take advice from your course leader and employer as to the number of modules you can feasibly study in a year. You will need to review your programme of study on a yearly basis with your course leader. You must take NU3593 single dissertation OR NU3192: Practice based project in your final year of study as this is the culmination of the degree.
2.1.2 Topping up This award is known as a ‘top-up’ degree leading to the BSc (Hons) in Child health. To achieve the target award on a ‘top up’ degree you must complete all 120 credits all at academic level 6 from the compulsory and optional modules.
2.1.3 MODCATS All taught programmes of study at the University of Central Lancashire operate under the UK Credit Accumulation and Transfer Scheme (CATS). You will progress towards a target award through the credit rated modules. Each module has a credit rating as detailed: A standard module = 20 credits A double module = 40 credits. The BSc (Hons) Child Health = 120 credits. Modules are identified by a module number e.g. NU3493, the ‘NU’ refers to the department (Nursing), the first number, in this case ‘3’, indicates the academic level (Year 3 of a degree programme) and the remaining numbers are for identification purposes only. The number in the brackets (L6) relates to a new way of naming the academic levels as recommended by the Burgess group within the national Framework for Higher Education Qualifications for England, Wales and Northern Ireland, where level 3 now becomes level 6. Take some time to review the names and numbers of the modules in your course. As you re-enrol on-line each year, you will have to state the modules (name and code) that you are enrolling for. Each module has a module leader who is responsible for the development and delivery of specific modules. Module leaders will liaise directly with the course leader to provide feedback in terms of student progress and achievement.
2.2 How modules fit into the course structure?
What follows is an example of how modules fit into your course structure to complete in 2 years part time. This will be personalised to meet your individual needs and you are able to choose 3 of the 6 modules you will study from the ones listed below.
2015/16
YEAR 1
YEAR 2
Semester 1
NU3047: Valuing Research (compulsory module 20 credits)
NU3593 or NU3192 (dissertation or practice based project) – these run over the whole academic year (compulsory module 20 credits)
Semester 2
NU3034: Safeguarding and Welfare of Children (compulsory module 20 credits)
Option module (from list below)
Semester 3
Option module – choose one of the following modules that run in Semester 3 NU3255: Children’s Trauma and Resuscitation OR NU3096: Multiprofessional support of learning and assessing in practice OR NU3048: Shaping the Future of Children’s Nursing Practice
Option module (from list below)
2.2.1 Accreditation of Prior Learning
If you consider that you may have already achieved some of the learning outcomes of the course through previous learning, please consult your course leader and gain advice from the APL Coordinator to find out whether you can make a claim for accreditation of prior learning for part of your course, whilst noting that this is a top up degree consisting only of 120 credits. Please note there is no Accreditation of Prior Learning or Accreditation of Prior Experiential Learning that can be applied to this course, except in the case of students holding a pass in a UK level 6 NMC approved mentorship module or equivalent (20 credits) , which can be counted as 1 optional module
2.2.2 The Modules: Compulsory NU3047 (L6): Valuing Research (20 credits) The aim of this module is to build on students’ knowledge and understanding of research and the relevance of evidence in the development of clinical practice. It will allow you to explore the context of health and social care research, examine the research process and critically evaluate the evidence base in relation to your area of practice. This module is available as an on online version. Please note: It is advisable to complete this module early on in your programme as the learning from this module will support the learning
relating to use of research in all other modules. NU 3034 (L6): Safeguarding and Welfare of Children (20 credits) This module aims to develop the knowledge and understanding of the practitioner in relation to complexities of child welfare and child protection to enable them to engage in multi agency and collaborative working NU3593/ NP3910 ELearn (L6): Dissertation (20 credits) This module aims to enable the practitioner to demonstrate their ability to work independently and critically, identifying a problem, undertaking a detailed review and analysis of the topic and making suggestions for future development of research in the chosen area. NU3192 (L6): Practice based project (20 credits) The Practice Based Study provides the student with the opportunity to design and develop a proposal to support an aspect of practice development that can be used to improve patient care and explore an in-depth area of interest within a chosen specialty. The student will explore the elements of clinical governance in a contemporary health care environment. The student’s learning is thus extended and applied to addressing health and social care problems related to their practice. It will allow the student to demonstrate their ability to work both collaboratively and independently in the identification of an appropriate area of practice for change and the development of a proposal for action. Please note: You will complete either NU3593 OR NU3192 (not both) in the final year of your programme.
2.2.2 The Modules: Options Please note that some of these option modules do not run every year, which necessitates careful scheduling of the module you wish to undertake with
course leader on commencement of the course or at progression meetings. These modules will only run if a minimum number of students apply for them and in the case of the BSc Child Health this is 10 students. It is vital to meet with the course leader to plan your programme so that over the 3-5 years you get the choices that you would like for your programme of study.
NU 3055 (L6): Children’s Complex Care (20 credits) This module aims to develop professionals from a variety of disciplines to critically consider how the child with complex needs and their family can be supported in a variety of settings. Professionals will analyse the management of this client group from physical, psychological and social perspectives within a constantly changing ethical, legal and political context.
NU3048 (L6): Shaping the future of children’s nursing practice (20 credits) The aim of this module is to critically appraise the many changes that have taken place which lie at the core of the change for children programme, applying theoretical insights to practice issues and to facilitate the development of leadership skills and knowledge in relation to children and young people’s nursing. NU3024 (L6): Enhancing practice: child and adolescent mental health (20 credits) The aim this module is to offer practitioners the opportunity to critical examine health and social care issues within the remit of the individual area of practice with a focus on child and adolescent mental health. To provide effective professional family focused care to children and young people with mental health disorders within a complex health and social care system.
NU3116: Care of the child with cancer (20 credits) The aim of the module is for you to appreciate the physical, psychological and social impact of a diagnosis of cancer for the child and family in order to enhance the care you offer. The module will explore the following key themes: Defining cancer, treatment, side effects of treatment and the psychological and social impact of cancer on children and their families. This is a great module to follow on from the complex care module above. NU3253/NU3267 ELearn (L6): Change for Children: essentials for all those working with children and young people (20 credits) The aims of this module are to examine an evaluate the present-day issues that influence and shape practice in working with children and to facilitate acquisition of the common core knowledge and competencies for working with children, young people and families as recommended in the Nation Service Framework for Children (DH, 2004). The module will facilitate health care practitioners to develop knowledge and skills to support children and young people in achieving their full potential. NU3254: Responding to actually ill children and young people requiring urgent or emergency care (20 credits) The aim of this module is to facilitate health care practitioners to develop and acquire the knowledge and skills necessary to assess, recognise and provide immediate care for children and young people with acute or critical illness. The module reflects the skills recommended by the Department of Health (DH, 2006) for all individual involved with the care of acutely or critically ill children and is suitable for those working in emergency care settings, children’s assessment units, urgent care centres and primary care centres. NU3255 (L6): Children’s trauma care and resuscitation (20 credits) The aim of this module is to facilitate health care practitioners to develop and acquire the knowledge and skills necessary to assess and provide immediate care of children and young people, with trauma (minor an major), in need of advanced life support and/or resuscitation. Throughout the module, the application of child growth and development on individual care needs tin practice will be examined. NU3701: Assessing and responding to the critically ill child (40 credits) This module aims to develop the nurses knowledge, critical thinking and skills in relation to assessing, recognising and responding the critically ill child or young person and their families and aims to facilitate critical reflection on their professional practice in caring for children, young people and families as part of the multi-disciplinary team. NU3702: Paediatric Intensive Care: Advances in Care Management(20 credits)
The module aims to develop the nurses skills and knowledge, thought critical evaluation of the evidence base, to enable the safe and effective management of critically ill neonates/ children/ young people, at all levels of paediatric intensive care and to enable the nurse to work effectively within the multi-disciplinary team in the delivery and development of evidenced based practice in paediatric intensive care. PLEASE NOTE: You can only access this module if you work in an intensive care environment! NU3268/ NU3269 ELearn (L6): Clinical leadership for practice development (20 credits) The aim of this module is to enable the development of clinical leaders who effectively manage themselves and others to promote excellence in-patient / client care within the ever changing health care climate. NU3096: Multiprofessional support of learning and assessing in practice (20 credits) This module enables the practitioner to undertake the formal role of facilitating learning, supervising and assessing students in the practice setting. The module supports the development of critical analytic skills, communication skills and decision-making in context appropriate to the mentorship role. To help you make your choices clearer you are able to access the full module descriptors for all the modules (including assessment strategies) on the BSC (Hons) Child Health (top-up) ELearn site via the Home page as clearly indicated by a folder.
2.2.3 Progression
Discussions about your progression through the course normally take place in February of each year via appointment with the course leader. It is an opportunity for you to make plans for your study over the next academic year in relation to your original course plan. The course leader will advise you about the various modules / combinations available and you will both agree on the most appropriate course of study for you.
2.3 Study Time
2.3.1 Weekly timetable Attendance is guided by the requirements of individual modules, which are coordinated by module leaders as indicated on the online timetable. Most modules are included in other undergraduate and postgraduate study programmes. As a result you will be studying with students working at Level 6 (and sometimes level 7) on other undergraduate top up programmes. In terms of planning your weekly attendance this again reinforces the need for early discussion and planning of your course with the course leader. Your online timetable will give you the information you need on attendance on a weekly basis.
2.3.2 Expected hours of study
The normal amount of work involved in achieving a successful outcome to your studies is to study for 10 hours per each credit you need to achieve – this includes attendance at UCLan and time spent in private study. As a result a 20 credit module will equate to 200 hours study time.
2.3.3 Attendance Requirements
You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to course leader and relevant module leader. We do monitor attendance either via hard copies or by using an electronic reader (called SAM). It is vital that you bring your University ID card with you to all sessions you attend. This is to meet employer’s requirements (if your tuition fees/ attendance on the course are supported by your employer) and University regulations. The
expectation is that you will attend 100% of all the modules whether classroom based or in a virtual learning environment via chat rooms. If you are unable to attend (i.e. through sickness) you must inform your employer using the normal reporting procedures (if accessing modules through service level agreements/ CPD) and inform the module leader. Students are recommended to identify a 'buddy' who will collect information / handouts from sessions missed. Your classroom attendance and participation forms a vital aspect of success in terms of formative and summative assessment of each module. We realise that sometimes life events – both personal and professional – take priority and, in this instance, please contact course/module leaders who will support you and help you make decisions should you be struggling to meet module requirements. If you have not gained the required authorisation for leave of absence, do not respond to communications from the University and if you are absent for four weeks or more, you may be deemed to have withdrawn from the course. If this is the case, then the date of withdrawal will be recorded as the last day of attendance. Each time you are asked to enter your details on SAM you must remember that the University has a responsibility to keep information up to date and that you must only enter your own details on the system. To enter any other names would result in inaccurate records and be dishonest. Any student who is found to make false entries can be disciplined under the student guide to regulations.
2.4 Data Protection All of the personal information obtained from you and other sources in connection with your studies at the University will be held securely and will be used by the University both during your course and after you leave the University for a variety of purposes. These are all explained during the enrolment process at the commencement of your studies. . If you would like a more detailed explanation of the University’s policy on the use and disclosure of personal information, please contact the Information Governance Officer, Clerk to the Board Service, University of Central Lancashire, Preston, PR1 2HE or email [email protected]
3. Approaches to learning and teaching
3.1 Expertise of staff
You will be taught by a teaching team who are all qualified nurses, teachers and/or researchers who are all qualified beyond BSc or BA (Hons) level to Masters level where many will either being working towards or already have achieved a doctorate in their specialist area of interest. All opportunities will be taken to introduce you to the child/ young person related research not only within the School of Nursing though also across the University including School of Social Work and Centre of Excellence in Teaching and Learning.
3.2 Learning and teaching methods
3.2.1 Learning and teaching strategy The University has an established learning and teaching strategy that influences and shapes the delivery of the module. ‘Learning’ comes first in the title of this strategy to show its importance in the daily activity of the University. Lecturing staff will help you to learn. Entering into a new area of knowledge requires you to learn. Looking this up in a thesaurus ‘learn’ can be replaced with: ‘study’, or ‘gain knowledge of’. The word
‘find-out’ instead of ‘learn’ reflects a more active approach to ‘discover’, ‘realise’, ‘gather’, and ‘understand’. You will learn through active learning, this means interacting with the multitude of learning opportunities available to you. Learning something new often feels difficult and uncomfortable at first but by bringing learning to the forefront of what we do facilitates a mutually supportive learning relationship in developing greater knowledge. The curriculum has been designed to offer you, and facilitate your development of, a range of learning experiences from which you can continue to learn well and independently. This will equip you to be a lifelong, independent learner. There is, however, little point in doing this if you cannot apply your learning and this requires the use of a range of thinking skills. The number of thinking skills needed to apply learning greatly exceeds the number needed just to learn. Therefore, the modules will facilitate you to develop both your capacity and performance in thinking as well as in learning. Such approaches in the University will include reflection, critical reading, problem based learning activities, directed study, lectures, discussion groups, and group and team working. WE utilise a mixed bag of learning and teaching approaches to ensure that we meet the learning styles of all students. There is a strong emphasis on student led approaches because of this Masters level 7 of study where critical engagement, discussion and leadership within sessions are essential aspects of learning and teaching approaches.
3.2.2 Children’s nursing skills acquisition Whilst this is not a nursing ‘skills’ based course as such the following areas listed below will equip you to enhance your everyday practice and professional career progression:
Read critically and draw on the eclectic knowledge base of professional children’s nursing
practice to inform your thinking
Develop communication skills to produce materials for written, oral and visual presentation.
Work collectively and independently to solve problems, negotiate and achieve goals.
Become increasingly self-aware and be able to use this knowledge to enhance the use of
self in nursing practice and to enhance the presence and voice of nursing within your
organisation
Identify and project the value and contribution of nursing for children and families’ health
and wellbeing and health outcomes
Consider multiple perspectives in order to ask questions and gain new insights and solve
problems
Make use of creative thinking strategies to produce fresh, original and innovative solutions.
Clearly articulate influences on nursing practice and recognise competing agendas in order
to advocate for children’s nursing interests
Articulate a professional position with confidence in sound reasoning, rationale and
justification
Represent and raise the voice of the profession of children’s nursing at local and strategic
level
3.2.3 Active Learning Active learning refers to learning activities employed to enrich your learning experience. It involves activities such as enquiry-based or problem based learning, action learning sets scenario-based learning, and writing, critical reading, discussion and case study analysis. The aims of active learning activities are to develop your competency in a number of skills which are important in your professional life:
Problem-solving Self-directed learning Small group learning Critical thinking skills Integration of different parts of the curriculum
1 Learning through
getting ready
5 Learning by
thinking ahead
4 Learning from
feedback
3 Learning by doing
2 Learning from
sources
Revision
Why is Getting Ready important? In theory, Getting Ready activates prior knowledge, orients you to a web of connections about the topic, and establishes anticipatory structures. Why is Learning from Sources important? In theory, Learning from Sources is important because new information actively encoded in relation to prior knowledge and potential application in practice provides an expanded knowledge base for thoughtful action. Why is Learning by Doing important? In theory, Learning by Doing is important because active use of knowledge in diverse, thought demanding tasks yields a rich, empowering, and flexible knowledge base. Why is Learning from Feedback important? In theory, learning depends on frequent informative feedback; learners need to think through and use feedback to guide and deepen their understanding as they continue to engage in the tasks. Why is Learning by Thinking Ahead important? In theory, reflective thinking and connection-making foster transfer of knowledge; planning further learning establishes anticipatory knowledge structures that foster learning. How does this relate to the course and individual modules?
You will bring with you pre-existing knowledge and skills which you will be able to use in your new endeavours.
You will learn new theoretical concepts and skills, which will help develop your professional practice.
You will have many opportunities to relate your new knowledge and skills in real situations.
You will receive timely and meaningful feedback to your work, enabling you to ‘tailor’ your personal and professional development accordingly.
During your module you will experience many new things and be part of many thought provoking situations. Reflecting on these will aid your learning and inform your future development.
3.1.4 Service user involvement in learning and teaching We have a strong service-user team called Commensus, made up of individuals with an interest in supporting nurse education. These people have health problems themselves and/or act as carers for family members. You will work with Commensus staff in the classroom, and in assessments in skills labs, and they often attend meetings throughout the School. We will also invite subject specialists and other parents into the classroom/ chat room sessions as guest speakers to enhance the
teaching and learning experience.
3.2 ELearn (or WebCT/ BlackBoard) ELearn or WebCT (Web Course Tools)/ Blackboard is the brand name for the Virtual Learning Environment (VLE) which the University has implemented to support and enhance teaching and learning. You access this space when you log onto the Student Portal/ MyUclan vai the UCLAN site. Once logged into your ELearn area you can access all of the modules listed under your name without having to login to each module separately.
Please note that you will only have access to the modules on which you are enrolled. You will be able to access a general MSc Child Health Site, which will have all the links to services outlined in the handbook as well as exist as a central point for useful information relating to the course in general. The ELearn site will contain details in relation to the Module Learning Outcomes, Assessment processes and Timetables. Extra information will be posted on the website as the modules progress e.g. directed studies, reading lists. Individual module leaders will outline how the website will be used for their particular module. Whilst it is essential that all of you are able to access and use ELearn from your home computer this is vitally important for those of you studying purely via ELearn so please ensure you get up and running from the start of the first module you undertake. LIS are very helpful and will trouble shoot, help and support you one to one from the start of the course. All support is available via the student portal on-line. Please contact the course leader as a matter of urgency if you are unable to access the Student Portal for further advice. The course team aim to develop a community of learners and we recommend that you engage with the virtual learning environment throughout the course. The use of the discussion boards and chat rooms for example will strengthen the sense of belonging to your course and the ability to share problems, experiences, resources etc with other learners, and will harbour a sense of confidence. But remember...... Netiquette - a set of rules for behaving properly online. http://www.albion.com/netiquette/introduction.html Rule 1: Remember the human Rule 2: Adhere to the same standards of behaviour online that you follow in real life Rule 3: Know where you are in cyberspace Rule 4: Respect other people's time and bandwidth Rule 5: Make yourself look good online Rule 6: Share expert knowledge Rule 7: Help keep flame wars under control Rule 8: Respect other people's privacy Rule 9: Don't abuse your power Rule 10: Be forgiving of other people's mistakes
3.3 Study skills There are many resources available to support the development of study skills including the following: WISER https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_33_1 LIS https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1
3.4 Learning resources
3.4.1 Learning Information Services (LIS)
Extensive resources are available to support your studies provided by LIS – library and IT staff. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study especially if you have not studied for a long time. If you need to contact a librarian Mike Hargreaves is the health and nursing specialist. He can be contacted on 01772 892308
or via email: [email protected] You will be given suggested reading lists for each module. These texts are generally available at the library where the module is held. The campus libraries will help you to access materials through inter-library loans as appropriate. The suggested module reading lists are for initial reference only as you are required to read further into aspects relevant to your own practice and interest areas. Please refer to the library for initial enrolment and library cards.
3.4.2 Electronic Resources
LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts.
3.5 Personal development planning
There is a strong emphasis on personal development planning (PDP) throughout the course. Whilst you are undertaking this course it is important that you utilise this opportunity to stand back and reflect on your practice and continue to develop your professional portfolio. The Masters in Child Health supports personal development planning (PDP). The PDP will form the basis for ongoing discussions with personal tutors. This will be formally assessed via modules NU4047 (L7): Thinking children and NU4048 (L7): Shaping the future of children’s nursing. According to Quality Assurance Agency (QAA), personal development planning (PDP): “Helps learners reflect upon their own learning and achievement and plan for their personal, educational and career development.... Effective PDP improves the capacity of individuals to review, plan and take responsibility for their own learning and to understand what and how they learn. PDP helps learners articulate their learning and the achievements and outcomes of higher education more explicitly, and supports the concept that learning is a lifelong and life-wide activity.” During the course you will be supported in this process through negotiated discussions, individual and group tutorials, interactions and assessments. This will help you to explore and record your progress and to set goals and devise action plans to meet your needs thus extending your personal and professional development. Underpinning your PDP is the development and enhancement of reflective practice, enabling you to deconstruct your own and others practice; along with the enhancement of clinical leadership through the development of expertise in your specialist field of practice. You will be supported through this process by their personal tutor. Quality Assurance Agency (QAA) (2009) Personal development planning: guidance for institutional policy & practice in higher education. Available at:
http://www.qaa.ac.uk/en/Publications/Documents/Personal-development-planning-guidance-for-institutional-policy-and-practice-in-higher-education.pdf (last accessed 31/07/2015).
3.6 Career opportunities Whilst it is accepted that it is likely that you are already in employment as a part time Masters student you still have access to the employability services here at UCLAN. Your University experience is not only about achieving your chosen award, it is also about developing as a person and realising your potential. We want you to gain the skills and attitudes that will help you to achieve your goals and aspirations. The UCLan Employability Framework is included as Appendix 4 in this handbook and is a useful tool for assessing progression of management skills as part of PDP and your CV. Careers offers a range of support for you including:-
career and employability advice and guidance appointments
support to find work placements, internships, voluntary opportunities, part-time
employment and live projects
workshops, seminars, modules, certificates and events to develop your skills
Daily drop in service available from 09:00-17:00 for CV checks and initial careers information. For more information come along and visit the team (in Foster building near the main entrance) or access our careers and employability resources via the Student Portal.
4. Student support, guidance and conduct
4.1 Academic Advisors The role of personal tutors have already been mentioned within this handbook (Section 1.4) and together with course leader your personal tutor will help to support and guide you as you progress through this Masters level of study. Personal Tutor is the term used to describe the lecturer who supports you throughout the whole of the course through developing a relationship, which facilitates personal and academic growth. They will provide general academic advice, monitor your attendance, offer general and personal support and write references (if required).
4.2 Student Support There is a centralised Student and Academic Support Service which has The 'i' Student Information Centre as its first point of contact. You can obtain information on a wide range of topics including student administration such as Council Tax and letters to verify your status plus Scholarships, Counselling, Student Finance, Mentoring, Studying Abroad, Disability Advice, Independent Academic Advice, International Advice, Multi Faith Centre, Pre School Centre, Medical
Centre and general life in Preston/Burnley.
4.3 Students with disabilities If you have a disability that may affect your studies, please either contact the Disability Advisory Service - [email protected] - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.
Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected]
4.4 Health and Safety As a student of the University you are responsible for the safety of yourself and for that of others around you. You must understand and follow all the regulations and safety codes necessary for a safe campus environment. Please help to keep it safe by reporting any incidents, accidents or potentially unsafe situations to a member of staff as soon as possible. Safety assessments have been undertaken for each module of your course and you will be advised of all applicable safety codes and any specific safety issues during the induction to your course and modules. You must ensure that you understand and apply all necessary safety codes. These form an essential element of your personal development and contribute to the safety of others. 4.5 Conduct
You will be expected to abide by the Regulations for the Conduct of Students in the University. UCLan expects you to behave in a respectful manner demonstrated by using appropriate language in class, and switching mobile phones / other devices off prior to attending classes. If your behaviour is considered to be unacceptable, any member of staff is able to issue an informal oral warning and the University will support staff by invoking formal procedures where necessary. You can read more about UCLan expectations in the regulations for the Conduct of Students.
4.6 Students’ Union The Students’ Union is the representative body for all UCLan students. The organisation exists separately from the University and is led by the elected officers of the Student Affairs Committee (SAC) as well as representatives on the Students’ Council. The Students’ Union building is located at the heart of the Preston campus, and is the hub for all student activities. Representation and campaigning for students’ rights is at the core of what we do and is encompassed by our tag line of, Making Life Better for Students. Should you wish to make a change to any aspect of your student experience, whether it be academically related or not, then the Union is where your voice can be heard, actions taken, or campaigns launched. Your Union is also the home to a fantastic range of student-led societies, sports teams and multitudes of volunteering opportunities. You can also receive help in finding part-time work, whilst
you study. Not sure where to go pop into the Opportunities Centre on the ground floor of the Students’ Union building and someone will point you in the right direction. We hope your time at University is trouble free, but should you come into difficulties around anything from academic appeals, to issues with housing, benefits or debt, then our dedicated staff team in the Advice and Representation Centre are on hand to help. As we are independently run from the university, we can offer truly impartial advice. More information on all these things, as well as details about all our (not-for-profit) commercial services, including our student supermarket (Essentials) and student-bar (Source) can be found at http://www.uclansu.co.uk/.
5. Assessment Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment. You can access all the module descriptors for the modules that form part of this course on the BSc Child Health ELearn site to find out how each module is assessed. This varies from written assignments such as essays and scholarly accounts, though to oral presentations and objective summative clinical examinations (OSCE), where, on the way, you will produce storyboards and PDP’s to finally undertake a substantive piece of academic work which is your final dissertation.
5.1 Assessment Strategy All modules have been written from the perspective of integrated theory and practice. This is reflected in the learning outcomes, teaching and learning strategies and assessment processes. Each module maintains a coherent structure which links content, teaching and learning, outcomes and assessment strategies
The curriculum philosophy believes that students are active in the learning process, accepting increasing responsibility so that ‘meaningful learning’ is possible. In support of meaningful learning you are encourage to ‘map’ progress with your course leader. Formative and Summative Assessment Some modules have elements of both formative and summative assessment. Formative assessment is described as the process through which the summative assessment is achieved. This activity is related to any number of activities e.g. the generation of evidence to meet the learning outcomes and classroom activities such as group discussion and debate, presentations and student led teaching. Summative assessment is a judgement of student’s achievement of the learning outcomes. It contributes to an overall achievement for an award. All summative assessments must achieve a pass grade. The module assessment strategies encourage you to match your personal learning needs with your own area of practice. The module learning strategies will develop your conceptual and contextual understanding and knowledge of your specialism and its application into your practice area.
All level 6 module have a pass mark of 40%.
5.2 Assessment arrangements for students with a disability Arrangements are made for students who have a disability/learning difficulty for which valid supporting evidence can be made available. Contact the Disability Adviser for advice and information, [email protected].
5.3 Notification of assignments and examination arrangements
All dates relating to the assessment strategy i.e. dates of submission, dates when feedback available
etc. are available in the Module Information Packs in the Key Dates section at the back of the
handbook. The assessment strategy for individual modules will dictate how the assignment is to be
submitted. For written assignments it is generally accepted that these will be submitted online via
Turnitin and marked using Grademark so feedback is also accessed online though the variety of
assessments within the School and College it does not apply across the board.
5.4 Referencing
We use the APA (6th edtion) style of referencing in the School of Nursing. The referencing handbook can be accessed on the course Blackboard site or via the link: https://intranet.uclan.ac.uk/ou/health/learning-repository/StudentAccessibleFiles/School%20of%20Health%20Referencing%20Guide.pdf
5.5 Confidential material You work in an environment that is regulated for the protection and safety of the public; issues of confidentiality and anonymity have to be taken into consideration to your University work as well. Anonymity refers to anonymised information “which does not, directly or indirectly identify the person (and/or organisation) to whom it relates”
(Adapted from BMA 2005).
“Confidentiality is the principle of keeping secure and secret from others, information given by or about an individual (and/or organisation) in the course of a professional relationship” (Adapted from BMA 2005).
There are both ethical and legal reasons for maintaining anonymity and confidentiality. The policy of maintaining anonymity and confidentiality applies to all students whether an undergraduate or post graduate student.
Exceptions
There may well be cases where exceptions to maintaining anonymity and confidentiality occur. These can include:
Naming individuals or organisations where the information is already in the public domain, providing this material is accurate;
Instances where you have written permission from an individual or organisation. It may be possible for you to obtain consent to use information for academic purposes. Clearly state that this is the case at the beginning of your work. Written consent forms will be retained with the academic work. If you intend to publish your work, you may need to seek further guidance from an appropriate Ethics Committee.
You may have access to sensitive information about an organisation through your personal contact or employment, which is quite separate from your university course. In this case, you will be expected to adhere to any contractual or other agreements you have made with the organisation concerned regarding disclosure.
If you do need to refer to an organisation in your work, you can maintain anonymity by the following method: In the text: “this action was in accordance with the NHS Trust’s (name withheld) infection control policy” In reference list: NHS Trust (name withheld) 2004 infection control policy.
If there is a breach of Anonymity and or Confidentiality, you will receive feedback from the module leader/marker and support to prevent errors in your future work
Actions taken following a breach in anonymity and or confidentiality will depend on a number of issues and will be determined within departments/course teams.
Issues which will be of importance may include: o Professional standing of course o Level of study of student and or stage of course o Extent and nature of the breach.
Under these circumstances, it may be that the department will impose a penalty. Your module leader will work with you and the course leader to review the specific situation and involve the Head of Department/named deputy in the decision making process.
Do’s Don’ts
Do respect the right to privacy of an individual and/or organisation;
Don’t name an individual or organisation; (unless it is already in the public domain)
Do change all names to fictitious ones; Don’t include identifiable stationery in your work, such as letter heads, Lab forms or X-rays;
Do provide a statement with your assignment that all information has been anonymised;
Don’t give information away that could identify an individual or organisation; (unless it is already in the public domain)
Do reference work accurately if information is already in the public domain;
Don’t include photographs that can identify a person or place;
Do support your discussions with reference to published work.
Don’t make unsupported accusations;
5.6 Dealing with difficulties in meeting assessment deadlines Assignments must be submitted no later than the date on your assignment instructions / brief. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this at the earliest possible opportunity to the module leader of the module that you are studying. Authorisation of the late submission of work requires written permission. Your School is authorised to give permission for one extension period of between 1 and 10 working days where appropriate evidence of good reason has been accepted and where submission within this timescale would be reasonable taking into account your circumstances (Academic Regulations). You should complete and submit an extension request form, with any supporting evidence, to your School office. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. If you are unable to submit work within 10 working days after the submission date due to verifiable extenuating circumstances, you may submit a case for consideration in accordance with the University’s Policies and Procedures on Extenuating Circumstances (Academic Regulations and Assessment Handbook).
5.4.1 Extenuating circumstances
Some students face significant events in their personal life that occur after their course has started, which have a greater impact on their students than can be solved by the use of an extension. If this applies to you, the University is ready to support you both with regard to your course and your personal wellbeing through a process called Extenuating Circumstances (see Academic Regulations and Assessment Handbook). Normally extenuating circumstances will relate to a change in your circumstances since you commenced your course, which have had a significant, adverse effect on your studies. Everyday
Do seek guidance and advice where you are unsure.
Subjective or judgemental opinions about an employer or placement provider (even when not identifiable) are not normally acceptable. This may mean that your opinion may not be able to be kept confidential under the Freedom of Information Act and will lead to further discussion
NB: Please note that by seeking guidance from your personal tutor/module tutor, you have the opportunity to ensure the work is not in breach of the guidance.
occurrences such as colds or known conditions such as hay-fever will not qualify unless the effects are unusually severe and this is corroborated by a medical note. The University does not look sympathetically on absences or delays caused by holiday commitments or by work commitments in the case of full-time students. The normal work commitments of part-time students would not constitute an extenuating circumstance. A disability or learning difficulty does not constitute an extenuating circumstance (see Academic Regulations). Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php You can apply for extenuating circumstances online via myUCLan. You must apply no later than 3 days after any examination or assessment submission date. Do not wait until you receive your assessment results to submit a claim. It is in your own interests to submit the claim as soon as possible. You will be expected to re-submit claims for extenuating circumstances for each semester. All evidence that is provided relating to extenuating circumstances will be treated in a sensitive and confidential manner. Supporting evidence will not be kept for longer than is necessary and will be destroyed shortly after the end of the current academic year. Further information about the submission process is available at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstance_submission.php In determining assessment recommendations, Assessment Boards will consider properly submitted claims from students who believe their performance has been adversely affected by extenuating circumstances. N.B. Assessment Boards are not permitted to alter individual assessment marks to take account of extenuating circumstances (Academic Regulations and Assessment Handbook).
5.4.2 Late submissions If you submit work late and unauthorised, a universal penalty will be applied in relation to your work:
If you submit work within 5 working days following the published submission date you will obtain a maximum mark of 50% for that element of assessment.
Work submitted later than 5 working days after the published submission date will be awarded a mark of 0%.
Unauthorised late submission at resubmission will automatically be awarded a mark of 0%.
5.5 Feedback Following Assessments UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations: G3.7). You are expected to review and reflect on your feedback and learn from each experience to improve your performance as you progress though the course. Feedback can take different forms. In general, feedback from tutors can be through formative exercises, through personal and group tutorials, on-line formative tests and following assignment submissions. The discussions that take place in class and on a chat room often include an element of informal feedback often based on formative exercises, through question and answer sessions, group work and discussion of literature or case studies. During these sessions you will be able to explore your own opinions, draw comparisons between your own and others experiences and identify areas where you need to read more around a subject.
Personal and group tutorials are often based around assignment work. Here the tutor will expect you to come prepared to discuss the assignment and how you are considering addressing it. So go with a study or assignment plan, a list of questions and ideas. The tutor can then explore with you how you want to address the assignment and give personal advice. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 15 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 15 days of publication of results. Feedback may be oral, written, posted on a website or other. These are subject to confirmation with the External examiner and agreed at the next module board in February, June or September. If there are any discrepancies between the provisional and confirmed grades you will be informed as soon as possible. This feedback should be clear and offer an insight into how you can address your academic skills and /or improve your grades. If you are unclear about any aspect of the feedback please contact the module tutor or person who marked the work. Please also access the Student’s Guide to Feedback for further information.
5.6 Cheating, plagiarism or collusion
You are required to sign a declaration indicating that individual work submitted for an assessment is your own. If you attempt to influence the standard of the award you obtain through cheating, plagiarism or collusion, it will be considered as a serious academic and disciplinary offence as described within the Academic Regulations and the Assessment Handbook .
Cheating is any deliberate attempt to deceive and covers a range of offences described in the Assessment Handbook.
Plagiarism describes copying from the works of another person without suitably attributing the published or unpublished works of others. This means that all quotes, ideas, opinions, music and images should be acknowledged and referenced within your assignments.
Collusion is an attempt to deceive the examiners by disguising the true authorship of an assignment by copying, or imitating in close detail another student’s work - this includes with the other student’s consent and also when 2 or more students divide the elements of an assignment amongst themselves and copy one another’s answers. It does not include the normal situation in which you learn from your peers and share ideas, as this generates the knowledge and understanding necessary for each individual to independently undertake an assignment; nor should it be confused with group work on an assignment which is specifically authorised in the assignment brief.
Re-presentation is an attempt to gain credit twice for the same piece of work.
The process of investigation and penalties which will be applied can be reviewed in the Assessment Handbook. If an allegation is found to be proven then the appropriate penalty will be implemented: In the case of a single offence of cheating, plagiarism, collusion or re-presentation:
the penalty will be 0% for the element of assessment, and an overall fail for the module.
the plagiarised element of assessment must be resubmitted to the required standard
and the mark for the module following resubmission will be restricted to the minimum pass mark.
when it is detected for the first time on a resubmission for an already failed module, no further resubmission for the module will be permitted, and the appropriate fail grade will be awarded.
In the event of a repeat offence of cheating, plagiarism, collusion or re-presentation (irrespective of whether the repeat offence involves the same form of unfair means) on the same or any other module within the course:
the appropriate penalty will be 0% for the module with no opportunity for re-assessment. This penalty does not preclude you being able to retake the module in a subsequent year.
The penalties will apply if you transfer from one UCLan course to another during your period of study and module credits gained on the former course are transferred to the current course. Contact the Students’ Union Advice and Representation Centre by emailing: [email protected] for support and guidance.
5.6.1 Using Turnitin TurnitinUK is an Internet based service that enables lecturers to carry out an electronic comparison of student work against a variety of electronic sources, including other students' work. It can also be used as a developmental tool to improve your academic writing style for your own personal use.
TurnitinUK does NOT detect plagiarism – it simply matches copied or non-original text in student work. The plagiarism detection process requires a follow-up investigation by the lecturer to determine whether plagiarism and academic misconduct has actually occurred or if the student has correctly referenced their source(s).
Please note: Not all module related work is submitted via Turnitin. If your module leader has decided to use Turnitin you will be asked to submit your work on line.
5.7 Appeals against assessment board decisions
If you consider that you have a reason to appeal against an assessment board decision, please bear in mind that your reasons must fall within the grounds specified in the University Academic Regulations: Section I. You cannot appeal simply because you disagree with the mark given. The specified grounds for appeal are:
1. that an Assessment Board has given insufficient weight to extenuating circumstances; 2. that the student’s academic performance has been adversely affected by extenuating
circumstances which the student has, for good reason, been unable to make known to the Assessment Board;
3. that there has been a material administrative error at a stage of the examining process, or that some material irregularities have occurred;
4. that the assessment procedure and/or examinations have not been conducted in accordance with the approved regulations.
If you want to appeal, then you must do so within 14 days of your results being published. The onus is on you to find out your results and submit your appeal on time. Contact the Students' Union Advice and Representation Centre by emailing: [email protected] for support and guidance.
5.7 The Assessment Process summarised The table below outlines the procedure for marking, moderation and external scrutiny.
Stage Comments
Work submitted Work must be submitted by the date identified in the module assessment guidelines, unless an extension has been negotiated with the module leader
Parity marking event The module team meet to mark an assignment to gain ‘parity’ before starting their individual marking (usually the work of students they have supervised though this is not always the case)
All work marked by the module team
All assignments are marked using the Level 6 assessment criteria published in the School of Health handbook
A sample for work is reviewed by a moderator
To ensure fairness and parity between markers, samples of scripts are reviewed by a colleague.
Unratified results and feedback You will receive an unratified grade and feedback on your work at this stage, however, the result is not confirmed until after the module assessment board.
A sample of work is sent to an external examiner
Following the internal marking processes, a sample of assignments are sent to an external examiner who reviews the assessment process in terms of its fairness, parity with other courses and standards of marking and feedback.
Grades entered into the students database
A database of student grades is used to register results, this record will be used in assessment board and provides a record of student progress
Module assessment board
The Module Board confirms the grade awarded for each piece of work and confirms that you have passed the module.
Course Board This Board confirms that you are able to proceed onto the next year of your course.
Publication of results from modules
Approximately a week after a Module Board, results are published. A list of the names of all students undertaking a course is posted on a notice board and/or via MyUCLan. The list will state pass or refer to module leader.
Publication of Awards After your very last Course Board you will receive a letter confirming that you have achieved the BSc (Hons) Child Health. You will then be invited to the next degree ceremony to receive your award.
6. Course regulations
6.1 Course requirements You have to undertake and pass all of the compulsory modules and additional credits at level 6 in order to achieve the BSc (Hons) Child Health.
6.1.1 Minimum module pass requirement To pass a module, you must achieve the overall minimum module pass
requirement as the published in the Academic Regulations. If you fail to achieve a PASS grade, you will be reassessed after a 6 week period (dates available in the Key Dates section of the module information pack) , where you will be offered further help from your module supervisor. You can only be awarded the minimum module pass mark (40%) following resubmission of work.
6.1.2 Referral at second attempt (compulsory module) If you have failed a compulsory module within a course which you have attended at a second attempt, we arrange for you to meet with the relevant Course Leader for a discontinuation interview, with opportunity to progress to a first stage appeal meeting. This gives you an opportunity to discuss any circumstances which we were previously unaware of. You must have written evidence to support your claim. New information will be considered in the context of your overall performance on the course and may result in a recommendation to the assessment board for a further re-sit opportunity. Module leaders set the date for resubmission of assessments normally within a six week time period. Students who have already been given this opportunity once will not normally be allowed to benefit from this approach again.
6.1.3 Referral at second attempt (option module) The University Academic regulations states (G13) that if you fail to satisfy some element of assessment in one of your option choices, you may be recommended for progression or award on the grounds that the failure is marginal or is offset by good performance in other components of your study programme. Performance in core modules cannot be condoned. We are only applying the rules of condonement to our optional modules
6.2 Target and exit awards To achieve the target award – BSc (Hons) Child Health - you have to complete all 120 credits from the compulsory and option modules at level 6.
6.3 Classification of Awards
The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.
If the APM is near a borderline, ‘at the discretion of the Assessment Board, students may be classified according to the academic judgement of the Assessment Board taking into account their overall profile and performance with the minimum requirement that:
1. A minimum of 3 modules (60 credits) at level 6 are in the classification band and
2. The APM is no lower than 2 percentage points below that required for the higher
classification.’
In operating discretion for profiling Course Assessment Boards will use academic judgement and may refer to performance in core modules; the placement component, the dissertation/project or other factors which have been published to students.
6.3.2 Ordinary Degrees If you are unsuccessful in your dissertation module/ practice based project, though have successfully completed at least 4 modules on the pathway you will be awarded an ordinary BSc degree. You have to complete the full complement of modules, whether successful in the assignments or not, including the dissertation/practice based project to gain this award.
7. Student voice You can play an important part in the process of improving the quality of this course through the feedback you give. In addition to the on-going discussion with the course team throughout the year, there are a range of mechanisms for you to feedback about your experience of teaching and learning. We aim to respond to your feedback and let you know of our plans for improvement. In relation to the top up BSc (Hons) in Child Health the students have regularly requested that some of the modules on offer are delivered in Semester 3 to give them greater opportunity to complete the programme in 2 years. The course team has responded to this need in that from next year we will deliver NU3048 (L6)/4048 (L7) : Shaping the Future and other modules in Semester 3. The Students’ Union and University work closely together to ensure that the student voice is heard in all matters of student-life. We encourage students to provide constructive feedback throughout their time at university, through course reps, surveys and any other appropriate means, The Union’s Student Affairs Committee (SAC), members of Students’ Council and School Presidents each have particular representative responsibilities, and are involved with decision making committees as high as the University Board. Therefore it is very important students engage with the democratic processes of the Students’ Union and elect the students they see as most able to represent them.
It is important that we evaluate this course so that we can improve the student experience. You will be asked to take part in some or all of the following: module evaluation; questionnaires; student feedback sessions with the module leader; staff/student liaison committee meetings; course team meetings with student representation; and open meetings with the course team Evaluation of individual modules and of the course as a whole will be based on: student and staff feedback; student performance in assessments; module and coursed review; and external examiners comments. In addition external reviewers will be asked to comment on the course
documentation during the ongoing review and development process.
You will be requested and encouraged to complete end of module evaluation questionnaires (MEQ’s) and University student satisfaction surveys in order to contribute to the Department's quest for continual quality enhancement to its programmes. You will be encouraged to give 'ad hoc' feedback on your learning experience to the course and module leaders throughout the year. We value your comments and depend on this two-way communication for the course's continued success.
7.1 Course representatives and School Presidents A course representative is a student who represents their fellow students’ views and opinions to the course team, school, university and students’ union. Course representatives work proactively and diplomatically to improve the academic and non-academic experiences of students. The role of a course representative is extremely beneficial to both students on your course and the university. It enables students to have ownership of their student experience and voice their opinions and share positive practice with the course team, primarily the Student Staff Liaison Committee Meetings (see below). Course representatives will be elected every year either in April or September. Alongside receiving recognition, support and respect being a course representative is a great opportunity to enhance your employability skills. If you are interested in becoming a course representative and wish to find out more about the role visit the Students’ Union website or by emailing: [email protected].
School Presidents meanwhile are annually elected representatives who voice the opinions of
students within each school. They communicate and engage with students in their school to gain
feedback and work in partnership with senior management to create positive change. They are also
trained to support and signpost course representatives where needed. If you wish to find out who is
your School President or more about the role visit the Students’ Union website or email:
7.2 Student Staff Liaison Committee Meetings (SSLC) The course management team is comprised of members of lecturing staff, clinical colleagues, clinical managers, nurse consultants and student representatives. The course management team meets twice yearly. Service users/ consumers are also invited to participate in course management meetings. The course will have a course student representative who will liaise with students progressing on the course. The course team meet on a three monthly basis with Nurse Managers in the North West of England via regular Educational / Management liaison group meetings. We will meet as a student staff liaison group together with clinical staff and managers once a year (usually in May). You will also have the opportunity to feedback general comments via a discussion board on the courses ELearning site on an ongoing basis as well as meet other students and staff on-line via chat room in December of every year. The following paragraph outlines the rationale for having these meetings.
7.2.1 Rationale for SSLC meetings The purpose of a SSLC meeting is to provide the opportunity for course representatives to feedback to staff about the course, the overall student experience and to inform developments which will improve future courses. These meetings are normally scheduled once per semester. Your Course Leader will facilitate the meetings using guidelines and provide a record of the meeting with any decisions and / or responses made and / or actions taken as a result of the discussions held.
The meetings include discussion of items forwarded by course representatives, normally related to the following agenda items (dependent on time of year). The course team encourage student feedback in all areas and recognise that additional items for discussion may also be raised at the meeting
Update on actions completed since the last meeting
Feedback about the previous year – discussion of external examiner’s report; outcomes of National /UCLan student surveys.
Review of enrolment / induction experience;
Course organisation and management (from each individual year group, and the course overall);
Experience of modules - teaching, assessment, feedback;
Experience of academic support which may include e.g. Personal Development Planning, personal tutoring arrangements and The Card;
Other aspects of University life relevant to student experience e.g. learning resources, IT, library;
Any other issues raised by students or staff. On the BSc Child Health programme feedback is facilitated via Blackboard on the Discussion board. As a small group of students who are working over a wide geographical areas and in a variety of employment settings it can be difficult to meet as a group so the course leader does organise some chat room sessions to gain some feedback on course issues in general and you are very welcome to participate in these.+
7.3Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure
7.3 Complaints The University recognises that there may be occasions when you have cause for complaint about the service you have received, when this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system which ensures as effective, prompt and appropriate response. Click on this link for more information Complaints Procedure
7.5 Opportunities for further study Students who have successfully completed their BSc in Child Health following a part-time study route can progress onto Masters programmes within the School of Health portfolio of post graduate programmes of study. Please discuss this further with your personal tutor/ course leader. We hope you have found this course handbook helpful. If you have any further questions or suggestions in which it might be improved please do not hesitate to contact your course leader or one of the other lecturers.
Enjoy the time you spend undertaking this course, we hope it will give you an appetite for further study. If you require any information on other courses please contact the NHS Contracts Unit on 01772 893836.
8. Glossary of Terms used in this Handbook
APL Accreditation of Prior Learning - a general term used for the award of credit given to an individual student on the basis of demonstrated learning that has occurred at some time in the past. This learning may have come about as the result of a course, or self-directed study, or as the result of experience either at work or in leisure pursuits.
APEL Accreditation of Prior Experiential Learning - credit give to an individual student on the basis of learning gained through life experiences and study which has not been formally assessed.
APM Average percentage mark – calculated on the basis of the average mark gained over all the level 7 modules completed on the Masters Child Health.
AQaSU Academic Quality and Standards Unit – a central service of the University that ensures that our academic standards are comparable with other HEI’s.
Dissertation project supervisor
Is the term used to describe the lecturer who provides you with support for your dissertation/project.
EC’s Extenuating Circumstances (EC1 form) Can be completed on line or you can obtain a hard copy version from the School Office on 2nd Floor of Brook Building.
HEFCE Higher Education Funding Council for England - distributes public money for teaching and research to universities and colleges. In doing so, it aims to promote high quality education and research, within a financially healthy sector. The Council also plays a key role in ensuring accountability and promoting good practice.
HEI Higher Education Institution Universities and Colleges that offer higher education
KSF Knowledge and Skills Framework Developed from Agenda for Change The NHS KSF, on which the development review process is based, is designed to: identify the knowledge and skills that individuals need to apply in their post, help guide the development of individual, provide a fair and objective framework on which to base review and development for all staff and provide the basis of pay progression in the service.
METI Medical Education Technologies Incorporated produces equipment and mannequins that we use in our clinical skills labs to offer simulation scenarios to support teaching in our modules. METI simulators provide a learning platform that allows students and practitioners to practice skills in a safe environment and enhance the learning experience by bringing some reality into a classroom setting.
Module supervisor
Is the term used to describe the lecturer who provides you with specific academic advice in relation to a named module. As such they are part of the module team and take a full role in all aspects of the module including teaching, supervising academic work, marking and moderation. They facilitate learning through tutorials by guiding and directing without being prescriptive, challenge the student without being threatening and offer constructive criticism. Tutorials may be provided individually, in pairs or in small groups, face to face,
by e-mail and or over the telephone. Alternatively, eLearning students may have access to synchronous and/or asynchronous learning groups.
NMC Nursing and Midwifery Council Nursing and Midwifery regulator for England, Wales and Scotland.
NSF National service frameworks (NSFs) and strategies set clear quality requirements for care on a national perspective. These are based on the best available evidence of what treatments and services work most effectively for patients. One of the main strengths of each strategy is that it is inclusive, having been developed in partnership with health professionals, patients, carers, health service managers, voluntary agencies and other experts. The focus on this course is on the one covering children and families though it is recommended that you access other NSF’s also.
OSCE Objective Structured Clinical Examination An OSCE usually comprises a circuit of short stations, in which each candidate is examined on a one-to-one basis with one or two examiners, which may also include teaching staff or service user in the role of parent or patient. They have a clinical nursing focus and usually incorporate the use of simulation via use of mannequins such as METI.
PDP Personal Development Planning A means of reflecting on learning to help plan for personal, educational and career development which will also help you meet PREP requirements (see below)
Personal tutor Is the term used to describe the lecturer who is supporting you throughout the whole of the course through developing a supportive relationship, which facilitates personal and academic growth. They will provide general academic advice, monitor your attendance, offer general and personal support and are able to write academic references if these are required.
PREP Post registration Education and Practice The Prep continuing professional development (CPD) standard requires that you must undertake at least 35 hours of learning activity relevant to your midwifery practice during the three years prior to your renewal of registration. You should maintain a personal professional profile (PPP) of your learning activity and comply with any request for the NMC to audit how you have met these requirements.
PSRB’s Professional, statutory and regulatory bodies – whilst this course is not approved by specific PSRB’s like the NMC its outcomes are cross referenced against these standards as well as NSF and Skills for Health amongst others.
SENDA Special Education Needs and Disability Act 2001 - UK legislation establishing legal rights for disabled students in pre- and post-16 education. For further information see: http://www.legislation.gov.uk/ukpga/2001/10/contents
SSLC Staff student liaison committee
VIVA VOCE An oral examination which is chiefly used to support a substantive piece of work such as a written dissertation. You will normally be expected to provide an oral defence of your work.
Appendices
Appendix 1 Programme Specification ............................................................31 Appendix 2 Planning your top-up degree ........................................................46
UNIVERSITY OF CENTRAL LANCASHIRE
Programme Specification
This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.
Sources of information on the programme can be found in Section 17
1. Awarding Institution / Body
University of Central Lancashire
2. Teaching Institution and Location of Delivery
University of Central Lancashire
3. University School/Centre
Health
4. External Accreditation
N/A
5. Title of Final Award
BSc (Hons) Child Health (top- up)
6. Modes of Attendance offered
Part-time
7. UCAS Code
N/A
8. Relevant Subject Benchmarking Group(s)
QAA benchmarks for nursing
9. Other external influences
Department for Education and Skills (2003) Every Child Matters. The Stationary Office Department for Education and Skills (2004) Every Child Matters: next steps. The Stationary Office Department of Health (2004) The National Service Framework for Children, Young People and Maternity Services. London: DH The NHS Knowledge and Skills Framework (2004) London: DH The NHS Constitution for England (2013)
10. Date of production/revision of this form
January 2014
11. Aims of the Programme
To enhance the student’s professional knowledge and competencies to cope with the demands and complexity of practice where working within health and social care environments with children, young people and their families. The course will enable practitioners to critically reflect on their clinical competence, expand their clinical capability within multi- agency, multidisciplinary and inter-professional teams and participate in developing and promoting appropriate practice development to facilitate the delivery of quality care.
12. Learning Outcomes, Teaching, Learning and Assessment Methods
A. Knowledge and Understanding On successful completion of the programme the student working in the arena of child health care will be able to:
A1. Critically examine and engage in safeguarding and promoting the health of children/young people and families in their care A2. Demonstrate enhanced skills, knowledge and expertise in meeting the challenges inherent in a range of practice situations A3. Evaluate health care provision and delivery of services to children/young people, carers and families within a multiagency/ multi-professional environment A4. Engage in developing quality initiatives and innovations that influence practice development so enhancing the quality of health care provision A5. Critically analyse the evidence base relevant to supporting and developing current practice
Teaching and Learning Methods
Students undertaking the direct taught or a blended approach will utilise lead lectures, presentations, small group tutorials, self-directed study, online Elearn based study/ self-assessment, work based learning, student presentations, problem based learning and Elearn chat room discussions. Students accessing the course as distance learning will utilise online Elearn based study/ self-assessment, work based learning, and problem based learning and Elearn chat room discussions.
Assessment methods
Dependent upon the mode of delivery chosen, assessments will include portfolio, assignments, presentations, OSCE
B. Subject-specific skills On successful completion of the programme the student working in the arena of child health care will be able to:
B1. Complete and adapt subjective and objective child health assessments in a range of settings and consider how these findings inform continuing care B2. Maintain patient records with due regard to professional, ethical and legal standards B3. Apply and adapt a range of child health skills according to patient need/ environment B4. Adopt appropriate professional behaviour in line with relevant professional standards B5. Practice effective children’s health care (autonomously and as part of a team) in a range of contemporary settings B6. Promote health and healthy living B7. Actively participate in multiagency and multidisciplinary working
Teaching and Learning Methods
Students undertaking the direct taught or a blended approach will utilise lead lectures, practical skills demonstrations, peer group skills practice and reflection in and on practice, small group tutorials, case-based discussions, online Elearn based study/ self-assessment online, Elearn based chat rooms and discussion boards and self-directed study. Students accessing the course as distance learning will utilise online Elearn based study/ self-assessment, Elearn chat rooms and discussion boards.
Assessment methods
Dependent upon mode of delivery chosen assessment will include portfolio, presentations, group discussion, practice related assessment (as appropriate), OSCE and viva.
C. Thinking Skills On successful completion of the programme the student working in the arena of child health care will be able to:
C1. Use the clinical and professional reasoning processes to analyse child health assessment findings and determine how they inform the continuing care of the child and family C2. Analyse and apply evidence and research related to practice C3. Critically appraise the political, legal and ethical issues related to practice C4. Engage in the development of knowledge and understanding to the child’s journey to promote seamless care C5. Critically evaluate own practice in the field of child health C6. Engage in reflective practice C7. Identify limits to own practice C8. Critically evaluate professional practice issues
C9. Present theoretical frameworks to support structured arguments
Teaching and Learning Methods
Group discussions, debates, case based discussions developing clinical reasoning, peer assessed presentations, small group tutorials, self-directed study, facilitated discussions with personal tutor, portfolio, group reflection and knowledge sharing, online Elearn based study/ self-assessment, on line Elearn chat room discussions. For students undertaking a distance learning approach, these methods will be transferred to an on-line format as appropriate.
Assessment methods
Dependent upon mode of delivery chosen assessment will include assignments, portfolio building and completion, presentations, research proposals, projects and dissertations
D. Other skills relevant to employability and personal development
On successful completion of the programme the student working in the arena of child health care will be able to: D1. Develop IT and research skills via database search strategies to retrieve evidence; ELearn based discussion boards, chat rooms and email: PowerPoint presentation to support case studies and problem based learning sessions D2. Develop numeracy skills by analysis of clinically based, research and audit data D3. Develop personal development plans that support lifelong learning D4. Build on personal communication skills that enhance multi-disciplinary working and present information clearly to others D5. Contribute effectively to teamwork via problem based learning, discussion group and portfolio development
Teaching and Learning Methods
Personal development planning and portfolio building, group work and presentations and online Elearn based study/ self-assessment. Students undertaking a distance learning approach will also undertake personal development planning and portfolio building, as well as online Elearn based study/ self-assessment.
Assessment methods
Dependent upon mode of delivery chosen assessment will include assignments, portfolio building, presentations, OSCE and viva
13. Programme Structures*
14. Awards and Credits*
Level Module Code
Module Title Credit rating
Level 6 (compulsory)
NU3593 NU3113 NU3047 NU3034
Dissertation OR Work-based Practice Project AND Valuing research Safeguarding and Protection of Children
20 20 20 20
Bachelor of Science Honours Degree in Child Health Requires 120 credits at Level 6 Students must complete NU3593 OR NU3113 in the final year of study.
Level 6 Child Health related modules (optional)
NU3024 NU3048 NU3055 NU3116 NU3253 NU3254 NU3255 NU3701 NU3702
Enhancing Practice: Child and Adolescent Mental Health Shaping the Future for Children’s Nursing Practice Children’s Complex Care Care of the Child with Cancer Change for Children: Essentials for all those Working with Children and Young People Responding to Acutely Ill Children and Young People Requiring Urgent or Emergency Care Children’s Trauma and Resuscitation Assessing and Responding to the Critically Ill Child Paediatric Intensive Care Advances in Management
40 20 20 20 20 20 20 40 20
Level 6 Non Child Health related modules (optional)
NU3268 NU3096
Developing Leadership Skills Multi-professional support of learning and assessing in practice
20 20
15. Personal Development Planning
The BSc (Hons) Child Health programme supports personal development planning (PDP). The PDP will form the basis for on-going discussions with personal tutors. This will not be formally assessed, unless undertaking the optional module NU3048, though within all modules there will be content that supports learning to enable the student to focus on personal development activities. Students will be supported in the development of their PDP by:
1. Developing the skills of reflection on their academic, personal and professional development within professional boundaries and the NHS Knowledge and Skills Framework (2004) (if applicable)
2. Increasing their own self-awareness of personal skills, qualities, values, attitudes and capabilities
3. Improving their own learning and performance by taking responsibility for their own development and developing the necessary skills for independent learning
4. Identifying their own strengths, weaknesses, needs and direction for change 5. Setting goals and action planning to develop, monitor and review their own progress 6. Compiling their own records of learning experiences and achieving including progress
reviews, personal reflections and action plans 7. Planning realistically for their career progression so as the manage the lifelong learning
process
16. Admissions criteria
Interested students should be working with children, young people and their families and:
Have a current professional registration with a relevant professional/statutory body, such as the Nursing and Midwifery Council or Health Care Professions Council
Hold 120 credits or equivalent at Level 5 study; this should preferably be via a Diploma in Higher Education course but for those students with no prior academic credit / qualifications, an APEL Portfolio route is available in order for students to demonstrate the ability to study and achieve Level 5 outcomes and show equivalence to DipHE. (Please note that this takes time, an APL claim should be started at least 9 months prior to the start of the academic year in September).
Have the ability to be self-funding or have the commitment of their employer to support course fees
Have their Managers support for the course (where appropriate). Please note there is no Accreditation of Prior Learning or Accreditation of Prior Experiential Learning that can be applied to this course, because it is a top-up degree programme, except in the case of students holding a pass in a UK level 6 mentorship module or equivalent, which can be counted as 1 optional module.
17. Key sources of information about the programme
Factsheet
UCLan undergraduate prospectus
Open days
Course tutor: Arija Parker
Appendix 2: Planning your top up degree pathway
When do the modules run?
Semester 1 Semester 2 Semester 3
NU3047: Valuing research
NU3047: Valuing research
NU3047: Valuing research
NU3593/NP3910 ELearn: Dissertation
NU3192: Practice based study
NU3055: Children’s complex
care
NU3034: Safeguarding and
protection of children
NU3254: Responding to acutely
ill children
NU3253: Change for children
NU3255: Children’s trauma and resuscitation
NU3096: Multiprofessional
support of learning and assessing in practice
NU3096: Multiprofessional support of learning and
assessing in practice
NU3096: Multiprofessional support of learning and
assessing in practice
NU3268/3269 ELearn : Developing leadership skills
NU3024: Enhancing practice: child and adolescent mental
health
NU3048 :Shaping the future of children’s nursing practice
NU3701: Assessing and responding to the critically ill
child
NU3116: Care of the Child with Cancer
NU3702: Paediatric Intensive
Care Advances in Management
These modules are completed in the final year of the programme and you complete either
NU3192 or NU3593
Individualised Programme Plan
Shaded boxes are compulsory modules
Student name: Personal tutor:
Course start date:
Semester 1 Semester 2 Semester 3
YEAR 1
YEAR 2
YEAR 3
YEAR 4
YEAR 5
Student signature: Date:
Course leader/ personal tutor signature: Date:
Tuition fees: Your tuition fees include:
Scheduled course tuition, academic, technical and administrative support, use of course
equipment and facilities.
Course related induction activities.
Placement academic support (where the course includes a placement).
Course assessment and awards.
Access to the university’s library and online resources, including on-campus wifi, networked
and remote access to the university’s virtual learning environment,
Use of the university’s estate and resources for scheduled activities and learning support
Use of the university’s technical equipment and materials identified by the course teaching
team as essential for the completion of the course.
The extra items listed against your course in Table One below.
Table One: Course
Additional items included in the tuition fees for your course
BA (Hons) Counselling & Psychotherapy Studies
Frontier Education event (year 1)
BSc (Hons) Midwifery DBS initial screening One set of NHS issue uniform Travel expenses and /or accommodation on placement (recoverable via NHS bursary if eligible costs)
BSc (Hons) in Operating Department Practice DBS initial screening Travel expenses and /or accommodation on placement (recoverable via NHS bursary if eligible costs) Rivington Pike Orienteering -Travel Cost
BSc Pre-registration Nursing (Adult) BSc Pre-registration Nursing (Child) BSc Nursing Pre-Registration (Mental Health)
DBS initial screening One set of NHS issue uniform Travel expenses and /or accommodation on placement (recoverable via NHS bursary if eligible costs) frontier day at uclan arena
BSc Sexual Health Studies DBS initial screening Year one residential
Dip HE Paramedic Practice DBS initial screening frontier experience
Foundation Degree in Health and Social Care (Rehab) Foundation Certificate in Health and Social Care (Rehab)
DBS initial screening frontier experience Travel expenses on placement max £10 per day
The items listed in Table Three are optional and the costs are not included in your Tuition Fees.
Table Two: Course
Optional items not in the tuition fees for your course
Estimated costs
BA (Hons) Counselling & Psychotherapy Studies
Trip to Amsterdam year 3 £351
BSc Health and Social Care ( Top up)
Dissertation binding year 3 £5
BSc (Hons) Midwifery Year 1 Year 2
DBS update service Extra mobile phone for patient contact Additional uniform (per set) Shoes Trip to Blood Transfusion Centre, Manchester. Missed Occupational Health appointment (cost passed onto student if fails to attend). Opportunity to undertake an alternative placement/ international placement in year two – there are scholarships available to contribute to this but a percentage of this will be paid by the student
£39 £50 £20 £40 £20 £40 £300-£1,500
BSc (Hons) Nurse Practitioner (top up)
Stethoscope Poster printing
£100 £11-£34
BSc (Hons) in Operating Department Practice Year 1,2 and 3
Membership of Professional Associations (CODP / AfPP) DBS update service
£60 per year £13 per year
BSc (Hons) Professional Practice Printing costs for poster presentation
£11-33 per year
BSc Pre-registration Nursing (Adult) BSc Pre-registration Nursing (Child) BSc Nursing Pre-Registration (Mental Health)
DBS update service Extra mobile phone for patient contact Additional uniform (per set) Shoes Missed Occupational Health appointment (cost passed onto student if fails to attend). Opportunity to undertake an alternative placement/ international placement in year two – there are scholarships available to contribute to this but a percentage of this will be paid by the student
£39 £50 £20 £40 £40 £300-£1,500
BSc (Hons) Psychosocial Mental Health Care top up
Digital recorder to record therapy sessions
£10
BSc (Hons) Sexual Health Practice
Placement year one Dissertation binding year three
Up to £400 £15
BSc Sexual Health Studies DBS update service Zambia trip year 2 Amsterdam trip year 3
£39 £775 £180
Dip HE Paramedic Practice DBS update service £39
Foundation Degree in Health and Social Care (Rehab)
International Residential DBS update service
£350 £26
Foundation Degree in Health and Social Care (Rehab)
DBS update service £13
Graduate Certificate Critical Care Nursing
External practice learning day Poster printing
£30 £10
Graduate Certificate Psychosocial Interventions in Mental Health
Digital recorder to record therapy sessions
£10
Return to practice module Placement costs DBS update service
£131 £13
MA Philosophy and Mental Health Books £200
MSc Advanced Practice Stethoscope £40
MSc Advanced Stroke Practice Poster costs £30
MSc Applied Public Health Optional placement – travel costs
0-£300
MSc Herbal Medicine Webcam & microphone headset
£45
MSc Nursing Conference costs Poster costs
£20 £30
MSc Sexual Health fee may be charged by the provider for the student to go on placement
up to £400
Post Graduate Certificate Enhanced Clinical Practice
Stethoscope £100
Diploma Integrative Psychotherapy
Books and journals Personal therapy year 1 or 2 DBS updating service
£300 £450 £39
Additional costs. The costs below are incurred by some but not all students and are not included within the Tuition Fees.
Optional items – all courses Estimated costs
Travel to course related work placements, work experience, voluntary work, or site visits (for example costs of petrol, business level motor insurance cover, taxis, train fares, bus fares etc.).
Variable depending on the distance travelled and the method of transport chosen.
Library fines & charges Avoid these by returning on time or renewing books!
On time £0.00 0-8 days overdue £0.10-0.50 per day 9+ days overdue £0.50-£1.00 per day 40+ days replacement cost and administrative charges/account suspension
Costs of obtaining medical or other evidence to support applications for extenuating circumstance applications relating to assessments.
For example a medical certificate may cost from £10.
Fees for arranging and invigilating course examination(s) off campus are payable by the student (Note this only applies where
£300
permitted by course regulations and approved by course leaders)
Printing of electronic books, journals etc. You are strongly recommended to access these electronically.
Estimated £0.10 per copy sheet
Printing of reports, course materials and other course documents, which have been supplied or are available electronically or in hard copy in the library.
Estimated £0.10 per copy sheet
Living costs: Living costs are not included in your tuition fees. You will need to budget for these separately. Below is an indication of some typical living costs, but everyone is different and you are strongly advised to plan your own budget.
Typical items Estimated weekly costs lower range
Estimated weekly costs higher range
Accommodation: University Halls of Residence based on a 42 week contract. Private Halls of Residence (Living at home may reduce your accommodation costs)
£79.03 £70 (£0)
£107.83 £110
Food £20 £30
Internet connection (free wifi on campus, in university halls of residence and in some private accommodation)
£0 £12
Toiletries/Laundry £5 £15
Gas/electricity/water (included within university halls of residence costs and some private accommodation – check your contract)
£0 £20
Printing, copying, stationery. £2.50 £10
Travel expenses (varies by method & distance travelled e.g. on foot, bicycle, bus, train or car. If using bus or train check travel card / season ticket rates for savings). University halls of residence and a good selection of private accommodation are situated on campus or a short walk from campus.
£0 £40
Mobile phone or landline £2.50 £10
Books £5 £10
Leisure £5 £25
Total per week £110 £282
Total for 42 weeks (typical halls of residence contract)
£4,620 £11,844
Total for 52 weeks £5,720 £14,664
You may also need to budget for ‘one off’ or irregular costs
Typical items Notes
Bedding From £20
Clothes Costs vary depending on your needs
TV licence £145.50 per year
Insurances Costs vary depending on your needs.
Computer/laptop/telephone You will have access to University computers or laptops for your studies or you may have your own you wish to bring. If you are acquiring one to come to university the cost varies depending on model and whether it is new or refurbished.
Furniture, crockery etc. Furnished accommodation may include all your needs. Check your accommodation to see what is included.