Student Handbook

MSc Herbal Medicine (e-learning)

2015-2016

Couse Leader: Graeme Tobyn

School of Community Health and Midwifery

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.

UCLan Mission statement

We promote access to excellence enabling you to develop your potential

We value and practise equality of opportunity, transparency and tolerance.

We strive for excellence in all we do: locally regionally, nationally and internationally.

We work in partnership with business, the community and other educators.

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Student Charter

The Student Charter has been developed by the University and the Students’ Union so that

students gain the maximum from their UCLan experience. It is a two-way commitment or

‘contract’ between the University and each individual student. It acts as a means of

establishing in black and white what students can expect from the University and the Union

in terms of support, and in return what we expect from our students. Read the full Student

Charter

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UCLan recognises and values individual difference and has a public duty to promote equality

and remove discrimination in relation to race, gender, disability, religion or belief, sexual

orientation and age. During your time at UCLan we expect you to be able to

experience "an integrated community based on mutual respect and tolerance where all staff

and students can feel safe, valued and supported."

contribute to creating a positive environment where discriminatory practices and

discrimination no longer happen.

Please review the UCLan Equality and Diversity Policy for further information.

Contents ............................................................................................................................................. 1

............................................................................................................................................. 1

1. Introduction to the course .................................................................................................. 6

1.1 Welcome to the course ................................................................................................ 6

1.2 Rationale, aims and learning outcomes of the course .................................................. 6

1.3 Course Team ............................................................................................................... 6

1.4 Academic advisor ........................................................................................................ 7

1.5 Administration details................................................................................................... 7

1.6 Communication............................................................................................................ 7

1.7 External Examiner ........................................................................................................... 7

2. Structure of the course ...................................................................................................... 8

2.1 Overall structure .......................................................................................................... 8

2.2 Modules available ........................................................................................................ 9

2.2.1 Progression ......................................................................................................... 10

2.3 Study Time ................................................................................................................ 11

2.3.1 Weekly timetable ........................................................................................... 11

2.3.2 Expected hours of study ................................................................................ 11

2.3.3 Attendance Requirements.............................................................................. 11

2.4 Data Protection .......................................................................................................... 11

3. Approaches to teaching and learning .............................................................................. 12

3.1 Expertise of staff ........................................................................................................ 12

3.2 Learning and teaching methods ................................................................................. 13

3.3 Study skills ................................................................................................................ 14

3.4 Learning resources .................................................................................................... 14

3.4.1 Learning Information Services (LIS) .................................................................... 14

3.4.2 Electronic Resources .......................................................................................... 14

3.5 Personal development planning ................................................................................. 15

3.6 Preparing for your future professional career ............................................................. 15

4. Student support, guidance and conduct .......................................................................... 15

4.1 Academic advisors .................................................................................................... 16

4.2 Student Support ............................................................ Error! Bookmark not defined.

4.3 Students with disabilities ............................................................................................ 16

Assessment arrangements for students with a disability .................................................. 16

4.4 Health and Safety ...................................................................................................... 17

4.5 Conduct ..................................................................................................................... 17

4.6 Students’ Union ......................................................................................................... 17

5. Assessment .................................................................................................................... 18

5.1 Assessment Strategy ................................................................................................. 18

5.2 Notification of assignments and examination arrangements ...................................... 19

5.3 Referencing ............................................................................................................... 19

5.4 Confidential material .................................................................................................. 19

5.5 Dealing with difficulties in meeting assessment deadlines ......................................... 20

5.5.1 Extenuating circumstances ................................................................................. 20

5.5.2 Late submissions ................................................................................................ 21

5.6 Feedback Following Assessments ............................................................................. 21

5.7 Cheating, plagiarism, collusion or re-presentation ..................................................... 21

5.8 Appeals against assessment board decisions ........................................................... 22

6. Course regulations .......................................................................................................... 23

6.1 Course requirements ................................................................................................. 23

6.2 Classification of Awards ............................................................................................. 23

7. Student voice .................................................................................................................. 23

7.1 Course Representatives and School Presidents ........................................................ 24

7.2 Student Staff Liaison Committee Meetings (SSLC) .................................................... 24

7.3 Complaints ................................................................................................................ 25

8. Appendices ..................................................................................................................... 25

8.1 Programme Specification ........................................................................................... 25

9. Fee information ………………………………………………………………………………….32

1. Introduction to the course

1.1 Welcome to the course

Welcome to the University of Central Lancashire. The Complementary Medicine Team is

very pleased that you have been successful in gaining a place on the MSc Herbal Medicine.

In this Handbook you will find information about the course, its educational focus, and the

lecturers and the facilities available to help you to succeed.

The Complementary Medicine Team is part of the School of Community Health and

Midwifery. This means that this course has the support of the facilities and expertise of this

School and follows the rules and procedures of the School. The Student Handbook is

updated annually in September and it is an important document for you as it sets out the

procedures relevant to this course.

We hope the course you have chosen fulfils your expectations and that your time with us will

prove to be an enjoyable experience.

1.2 Rationale, aims and learning outcomes of the course

The aim of this MSc course is to provide an opportunity for herbalists to undertake a critical

evaluation of underlying theory, practice and research in healthcare. It provides a forum to

share knowledge and experience; to debate methodological and contemporary issues and

enhance practice within a collaborative on-line learning community of healthcare

practitioners.

The Quality Assurance Agency for Higher Education (QAA, 2010) has set out the objectives

of study at Masters level, and this course has been designed with these in mind. They state

that the student should demonstrate “conceptual understanding that enables the student to

evaluate critically current research and advanced scholarship in the discipline and to

evaluate methodologies and develop critiques of them and, where appropriate, to propose

new hypotheses.”

The characteristics of graduates of professional or practice master's degrees are described

as subject-specific attributes:

• An in-depth knowledge and understanding of their profession, informed by current practice, scholarship and research, including a critical awareness of current issues and developments in the subject and the profession

• the ability to apply research to professional situations, both practical and theoretical • the ability to use a range of techniques and research methods applicable to

their professional activities.

The Quality Assurance Agency for Higher Education (2010). Masters degree characteristics.

Retrieved from www.qaa.ac.uk.

1.3 Course Team

The course leader, Graeme Tobyn, is responsible for the management of the course. Each module has a module leader responsible for that module. You will also have an academic advisor and a dissertation supervisor.

Lecturers work part-time and are best contacted by email. Tutorials are held by Skype.

Course Team

Kate Chatfield 0044 (1)1772 893697

KChatfield@uclan.ac.uk

Alison Denham

0044 (1)1772 893794

ADenham@uclan.ac.uk

Jean Duckworth 0044 (0)1772 893710

JEDuckworth@uclan.ac.uk

Hazel Partington

0044 (0)1772 895558

HPartington@uclan.ac.uk

Graeme Tobyn

0044 (0)1772 893788

GWTobyn@uclan.ac.uk

1.4 Academic advisor

You will be allocated an academic advisor when you enrol on the course. We know that

studying online presents many challenges. One of these is to find out how the university

works and to use the university website. The first person to email with your questions is your

academic advisor, and the emails of the course team are given above.

1.5 Administration details

Campus Admin Services provides academic administration support for students and staff and

are located at Brook 204 and is open from 8.45am until 5.15pm Monday to Thursday and until

4.00pm on Fridays. The hub can provide general assistance and advice regarding specific

processes such as extenuating circumstances, extensions and appeals. Course specific

information is also available via school Blackboard sites.

The hub telephone number for the is; 0044 (0) 1772 891992/891993

The hub email contact is; BrookHub@uclan.ac.uk

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. You will also need to check the module areas on Blackboard regularly. We aim to reply to all emails within 3 days. All the course team work part-time so there could gaps, but each module tutor will explain their availability at the start of each module.

1.7 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.

From October 2015, the external examiner for this course will be Professor Nick Hardiker,

Associate Head (Research and Innovation) in the School of Nursing, Midwifery, Social Work

and Social Sciences at the University of Salford. He is also a Member of the National

Institute of Medical Herbalists. The previous external examiner was Dr Anne Stobart PhD

BSc MNIMH. Anne is formerly Programme Leader for Herbal Medicine at the University of

Middlesex. She is now an independent researcher with a focus on the use of historical

source materials in herbal medicine.

Reports are available via Blackboard in the School of Health Student Office.

2. Structure of the course

2.1 Overall structure

The course is offered on a part-time basis only. You can complete the course over 3 years or 4 years. Students usually study up to three modules in year one, and three modules in year two plus the dissertation in year three. The MSc course is divided into modules with 20 credits each, and a dissertation equivalent to 60 credits, a total of 180 credits.

Year Modules Credits Total

1

3 core modules (compulsory)

3 x 20 60

2 1 core module and 2 optional

3 x 20 120

3 Dissertation 60 180

At entry you register for a target award of Postgraduate Certificate in Critical Reasoning in Healthcare, Postgraduate Diploma in Herbal Medicine or MSc Herbal Medicine. It is possible to transfer from the Certificate to the Diploma or the MSc, and from the Diploma to the MSc. Equally, it is possible to withdraw from the course and be awarded the Certificate or Diploma as appropriate. In exceptional circumstances and in accordance with university regulations students may take up to 5 years to complete the award of MSc Herbal Medicine.

Year One: Postgraduate Certificate in Critical Reasoning in Healthcare

Semester 1 (Sep-Jan) Semester 2 (Jan-April)

NU4013 Deconstructing Practice

Core module

NU4083 Developing Practice

Core module

NU4025 Introduction to postgraduate research

Core module

Year Two: Postgraduate Diploma in Herbal Medicine

Semester 1 (Sep-Jan) Semester 2 (Jan-April)

NU4081 Creative Prescribing in Herbal Medicine

Core module

NU4086 Applying Methods in Health Research

Optional module

HP4006 Research, Ethics and Governance

Optional module

NU4085 Therapeutic relationships

Optional module

NU4087 Inspiring Education

Optional module

HP4007 Student Initiated Module

Optional module

Year Three: MSc Herbal Medicine

NU4053 Dissertation (60 credits)

Core module

Awards conferred Distinction available

Minimum duration

Postgraduate Certificate in Critical Reasoning in Healthcare (PGCert)

Yes

1 Yr part-time

Postgraduate Diploma in Herbal Medicine (PGDip)

Yes 2 Yrs part-time

MSc Herbal Medicine Yes 3 Yrs part-time

On successful completion of the Postgraduate Certificate, Postgraduate Diploma or MSc an award of Pass, Merit or Distinction is available.

2.2 Modules available

Year 1 NU4013 Deconstructing Practice (Semester 1) Students use different philosophical approaches to make a critical consideration of the issues, tensions and challenges surrounding herbal practice. Assignment: essay reflecting on an aspect of herbal practice. NU4083 Developing Practice (Semester 2) Students build upon their experience as practitioners by engaging with current issues, including evidence-based medicine and clinical reasoning. Assignment: essay in the form of a journal article reviewing evidence and practice for an aspect of care. NU4025 Introduction to Post Graduate Research (Semester 2) Students undertake an overview of healthcare research starting with ethical, epistemological and theoretical perspectives, and moving through qualitative and quantitative research design. Assignment: review of clinical research on a topic chosen by the student.

Year 2:

NU4081 Creative Prescribing in Herbal Medicine (Semesters 1 & 2)

Students undertake a study of historical and re-traditionalised systems of herbal medicine. The focus will be on the Graeco-Arabic system and the British resurgence of herbal practice in the nineteenth century based on the reinterpretation of Thomsonian principles. Neo-Hippocratic concepts will be used in the development of therapeutic approaches. The safety and quality of herbal medicines is covered in depth. Assignment: critical evaluation of bibliographic evidence for use of a herb from Ancient through to Renaissance, nineteenth century and modern sources.

Two modules from the following:

NU4086 Applying Methods in Health Research Students examine the practical application of healthcare research methods to develop the skills for undertaking an independent piece of qualitative or quantitative research. Assignment: design a protocol for a research proposal. HP4006 Research, Ethics and Governance Students progress from theory to practice in research within a clear ethical framework including both meta-ethical theories, practical ethical issues and research governance. Assignments: plan the application for ethical approval of a research proposal, including relevant forms; analyse potential ethical challenges in the proposal. NU4085 Therapeutic Relationships Students engage in a critical evaluation of the conceptual and evidence-based framework of the therapeutic relationship, and investigate the dynamic tension between ‘self’ and ‘self as practitioner’ in order to better understand their role in patient health outcomes. Assignment: reflective essay to explore the therapeutic relationship within professional theory and practice. NU4087 Inspiring Education Students draw upon experience to access and use current thinking, dialogue and debate in professional education. Assignment: plan a teaching session and evaluate the relevant theoretical frameworks. HP4007 Student Initiated Module Students plan a theoretical or practical project with the tutor to extend their knowledge and analytical skills around a topic of their own choosing. Example of assignment: report on and theoretical analysis of self-help classes in herbal medicine as part of the Transition Town movement.

Year 3:

Dissertation (15,000 words) (equivalent to 3 modules) In the final year of the course students undertake an independent research project. This is fully supervised throughout. Projects vary widely and may involve documentary analysis, systematic review, evaluation, clinical audit, surveys and interviews depending upon the choice of topic and methodology. Projects are fully supervised throughout and where necessary are approved by the university or College of Health peer thics review procedures.

2.2.1 Progression

Discussions about your progression through the course normally take place in Spring each year. The course leader will explain the modules / combinations available and you will both agree on the most appropriate course of study for you.

On enrolment, students are given a profile which lists the modules for which the student is registered on the programme of study. A student profile is a computer generated and stored record of your study. As you progress through the course from year to year, the modules you study, the grades you achieve and the credits you accumulate are entered on your profile. At the end of the course the award you are given will be as a result of a decision made on the basis of information contained in your student profile. It is the student’s responsibility to check the information on MyUclan, and report any errors to the School administrator (See Section 1.5 above) by email. Students must be registered on modules in order for the module to be processed by the Assessment Board. Your progress will be reviewed and monitored by your academic advisor, who will be available by email and Skype regularly throughout the course. It is your responsibility to arrange times, which are convenient to both you and the academic advisor. You and your tutor will discuss your academic performance to monitor your progress through the course. In the event of the identification of a risk of you failing to achieve, your module supervisor and academic advisor will arrange an online meeting to identify your learning needs, develop a plan of action to meet the identified needs and provide support, advice and guidance, designed to enable you to complete the course.

2.3 Study Time

2.3.1 Weekly timetable

The weekly timetable is explained on the Blackboard Integrated Healthcare Common Room. The timetable for each module is explained in the module information pack.

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 timetabled online study sessions and time spent in private study.

2.3.3 Attendance Requirements

You are required to attend all timetabled learning activities for each module. If you do not attend a scheduled online session, you must email the module leader and copy your email to Graeme Tobyn, the Course Leader to explain your absence. Notification of illness or exceptional requests for leave of absence must also be made to Graeme Tobyn. 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 online attendance. In addition to regular use of materials on Blackboard, you are asked to contribute to the discussion boards, and on-line tutorials. Participation in both live online sessions and discussion boards will enhance the learning experience on this course and students are expected to take an active role in discussion groups.

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 DPFOIA@uclan.ac.uk.

3. Approaches to teaching and learning

3.1 Expertise of staff

All tutors are qualified to teach in higher education and hold a Postgraduate Certificate in

Education. Details of all staff can be found on the Division web page at URL

http://www.uclan.ac.uk/schools/school_of_health/divisions/continuing.php

Both herbal tutors maintain their own practices and are thus aware of the complex issues which arise in clinical practice. Alison Denham has practised in Leeds since qualifying as a herbal practitioner in 1984. Alison was part of the team which published the first randomised controlled pilot study into the practice of herbal medicine, and has recently published a review of the prescriptions used by the practitioners in this study. This study has involved an investigation of research methods appropriate to the use of complex interventions in primary care, and thus the evaluation of published research in integrated medicine. She has a particular interest in the quality and cultivation of medicinal plants and has published papers on the safety of medicinal plants with particular regard to possible hepatotoxicity. She has expertise in the regulation of herbal practice and herbal medicines as a former President of NIMH, a former member of the Herbal Medicine Regulatory Working Group and a current member of the MHRA Herbal Medicines Advisory Committee http://www.mhra.gov.uk/Committees/Medicinesadvisorybodies Graeme Tobyn is a languages graduate who, inspired by Nicholas Culpeper’s life work in

medicine and astrology, trained with the School of Herbal Medicine in Tunbridge Wells,

graduating with the Arthur Barker prize in 1990. He has been in private practice ever since

and also worked for over two years as a herbalist in the UK’s National Health Service. He is

course leader for the BSc Herbal Medicine at UCLan and has been involved in the clinical

training of herbalists for 17 years. In 1997 he published the long-planned Culpeper’s

Medicine, a study of the Western herbal tradition through this key figure, and has since

delivered various conference presentations and appeared on several TV programmes about

this tradition. He is currently pursuing a PhD at the University of Lancaster into the idea of

the superiority of indigenous medicines, or ‘English herbs for English bodies’.

In 2010, Graeme Tobyn and Alison Denham published, with Midge Whitelegg, a resource

book for the Western herbal tradition https://www.elsevier.com/books/the-western-herbal-

tradition/rowling/978-0-443-10344-5. This book used the example of 27 herbs to trace

western herbal medicine over 2000 years from the texts of Dioscorides written in the early

first century in what is now Turkey, to the present day. In addition, Graeme focused on the

diachronic element of the study and the transmission of knowledge across the centuries, and

Alison contributed a chapter on the ethos underlying the Victorian revival of herbal medicine

in the UK which continues to influence practice today.

Tobyn, G., Denham, A., & Whitelegg, M. (2010). The Western herbal tradition: 2000 years of medicinal plant knowledge, Elsevier, UK: Edinburgh.

3.2 Learning and teaching methods

The QAA (2008) suggests that holders of a Master level qualification will be able to deal with complex issues both systematically and creatively, make sound judgements in the absence of complete data... demonstrate self-direction and originality in tackling and solving problems.....continue to advance their knowledge and understanding and make decisions in complex and unpredictable situations. This means that you will be expected to tackle complex issues and discuss them with your fellow students, to take responsibility for your own learning and develop the independent learning ability required for continuing professional development. The QAA also requires that the student develops a comprehensive understanding of methods used in research and enquiry, and you will be expected to develop the skills needed to critically evaluate current research and advanced scholarship without bias. The University aims foster a learning climate in which we will all develop as individuals and as part of a group. You will develop the ability to evaluate both the course material and your own evolving understanding. An essential part of this process is developing the ability to reflect on the meaning and implications of various theories and models proposed to help understand health, disease and the nature of professional practice. This unique e-learning programme is focused on tutorial workshops in which students are required to take an active, and in many cases a leading role. You will learn through interacting with lecturers and other course members, attending on-line tutorials and interactive sessions, but also through your own personal development. Bringing learning to the forefront of what we, the lecturers and you the students do facilitates a mutually supportive learning relationship. Learning will mainly be achieved by structured directed study and by debate and discussion with other students using online discussion tools within the virtual 'managed on-line learning environment', eLearn. The idea of an electronic tutorial in this context involves the undertaking of various learning activities, using the internet, over a period of time. Each module has a series of workshops. Each workshop includes questions that have provided the main focus for study and for discussion. This will enable consideration of relevant theoretical perspectives and thus enhance application to professional practice. The course is designed for professionals who bring a variety of expertise and life experiences and the emphasis of the learning and teaching strategy is to use your own experience to assist the learning process. The diversity of experience enables the use of a variety of approaches to learning and teaching, particularly the use of problem-based learning, experiential learning, web-based learning, seminars, debate and other informal, interactive methods. These approaches are further enhanced by the commitment to shared learning. We emphasise learning by experiencing, engaging in an educational process that encourages active involvement with your own learning. Students are encouraged to accept increasing responsibility and active ownership of learning as they progress through their award pathway. The award structure and learning strategies are designed to encourage this development. The overall aim is to encourage you to develop self-learning and self-assessment capabilities and take responsibility for your own commitment to ongoing learning. Although the focus and direction of your study will be provided electronically, there is still an important role for printed material. In certain modules we may recommend that you purchase books where they provide an integrated overview of a subject.

Seeking information using information technology is a transferable skill ie it is useful in many different professional and employment situations. You will develop further skills in searching and accessing databases on your course and this skill is an integral part of the course. Quality Assurance Agency for Higher Education (QAA) (2008). The framework for higher education qualifications in England, Wales and Northern Ireland. Retrieved from www.qaa.ac.uk

3.3 Study skills

Students will start the course with a range of educational experience, and in the use of academic sources online and in academic writing. Your academic advisor will evaluate this with you, and we provide extra learning materials using Blackboard on the skills needed to search for academic papers, for academic writing and for referencing. The course team run online sessions to familiarise you with the university resources. On your Blackboard site, you will find support for study skills, for example Study Smarter. Click on the lower righthand side. Students are expected to use good "netiquette" at all times, this includes: checking the discussion frequently and responding appropriately and on subject; capitalising words rarely and only to highlight a point or for titles; being professional and careful with your online interaction; not forwarding someone else's message without their permission and taking care with humour as it can be misunderstood without face-to-face cues.

There are a variety of services to support students and these include

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. 3.4.2 Electronic Resources LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. Access will be explained in the Integrated Healthcare Induction Handbook available via the Integrated Healthcare Common Room, and in sessions in the first module NU4013 Deconstructing Practice.

You will quickly become familiar with Blackboard, the on-line learning and teaching tool that the University uses. All University students have access to this online site via the Student Portal: https://portal.uclan.ac.uk/webapps/portal/frameset.jsp?tab_tab_group_id=_25_1 Once logged into your Blackboard area you can access all your modules including the module description, timetable, learning materials and messages from your module leader. Each module leader will discuss use of Blackboard in their module during the first session. You can email “LIS Customer support” or call LIS Customer Support on +44 (0)1772 895355 for help with any problems you may have with IT or the library. For current opening times please look on the LIS website.

Adobe Connect (Breeze rooms) is used alongside Blackboard as a learning tool for some modules. Live on-line tutorials are run through Breeze where students have discussion sessions with each other in the on-line chat rooms. Students need to have a webcam and headset as part of the course, and any technology problems are sorted out during induction. Note that the discussions in the live online sessions are recorded, so that students can catch up with a missed session or review the discussion. Recordings are deleted from the university system at the end of each academic year.

You are welcome to use Breeze rooms for your own study and group interaction. Contact other students and the module leader to sort out times.

3.5 Personal development planning

Personal development planning (PDP) is a structured and supported process which will support your learning by helping you to reflect upon your learning, performance and achievement and to plan for your personal and professional development. The policy of the QAA (2009) is for universities to integrate PDP into courses to help students to develop the ability to reflect and thus to plan their learning. Taking responsibility for your own self development and learning needs is fundamental to the course. The Blackboard eLearn portfolio can be used for PDP, to enable you to reflect on your practice, and your studies. It can be used for planning and preparation of assignments, so that lecturers can give you feedback on your draft works and formative assessments. Use of the eLearn e-portfolio will also help to support the continuing professional development requirements of professional associations such as NIMH. The modules studied within your course will help you develop skills that form part of your continuing personal and professional development and life-long learning. These key skills include: self awareness, reflection and reflective practice, communication skills, team working, problem solving skills, information technology, presentation skills, writing skills and numeracy. The course uses Personal Action Plans for you to evaluate and develop you skills and this will be discussed with your academic advisor. The School Student Handbook discusses PDP. Quality Assurance Agency for Higher Education (2009) Personal development planning: guidance for institutional policy and practice in higher education [online] last accessed 3 Oct 2013 at URL www.qaa.ac.uk

3.6 Preparing for your career

Your future is important to us, so to make sure that you achieve your full potential whilst at

university and beyond, your course has been designed with employability learning integrated

into it. This is not extra to your degree, but an important part of it which will help you to show

future employers just how valuable your degree is. These “Employability Essentials” take

you on a journey of development that will help you to write your own personal story of your

time at university:

To begin with, you will explore your identity, your likes and dislikes, the things that

are important to you and what you want to get out of life.

Later, you will investigate a range of options including jobs and work experience,

postgraduate study and self- employment,

You will then be ready to learn how to successfully tackle the recruitment process.

You will be able to record your journey using Pebblepad, the university’s e-portfolio system,

which will leave you with a permanent record of all the fantastic things you have achieved

during your time at UCLan.

It’s your future: take charge of it!

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

You will be allocated an academic advisor in the first week of the course. Your academic advisor will contact you within the first two weeks of the course and you should reply as soon as possible. An academic advisor offers general academic support and advice and you will meet on-line at least twice a year. Your academic advisor will support you throughout the three years of the course and help you develop your study skills as well as monitoring your progress through the course. The academic advisor is there to support your study but also discuss any other issues which affect your studying.

4.2 Student Support

The 'i' is a central Student Information Centre and your first point of contact. You can obtain information on a wide range of topics including Council Tax Exemption Certificates, Bank and Confirmation of Study Letters, Portable Financial Credits, (continuing students only, Printing and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary (first year students only).

4.3 Students with disabilities

If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - 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, disability@uclan.ac.uk

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

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 ongoing 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. The Students’ Union is the representative body for all UCLan students. See http://www.uclansu.co.uk/. 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 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.

5.1 Assessment Strategy

All modules are assessed within the module and there are no set examinations. The assessments have been carefully selected to give a variety of strategies for learning and to enable students to explore conventional as well as innovative ways of expressing their conceptual, cognitive and practical development.

Each module in higher education has learning outcomes. The learning outcomes describe the skills that the module is intended to develop in students. The assessments are designed to show whether the student has met the learning outcomes of the module. Preparing the assessment is an important element in the learning process. Throughout the course, assessment themes are stated in general terms so that the individual student can choose a particular theme to develop to demonstrate that the learning outcomes have been met.

Year Module Title

1 Deconstructing Practice 3000 word essay

Core

1 Introduction to Post Graduate Research 4000 word essay

Core

1 Developing Practice 2 parts: Report on group presentation; written assignment

Core

2 Creative Prescribing in Herbal Medicine written assignment

Core

2 Applying Methods in Health Research Design a protocol for a research proposal.

Option

2 Research, ethics and governance Plan the application for ethical approval of a research proposal, including relevant forms; analyse potential ethical challenges.

Option

2 Inspiring Education Project to include the development of teaching materials

Option

2 Student Initiated Module 3 parts: Objective setting; essay or equivalent; learning contract diary

Option

2 Therapeutic Relationships 4000 word written assignment

Option

3 NU4053 Dissertation 15,000 words

Core

The Assessment policies and procedures of the School are explained in the School Student Handbook. The School operates a standard policy for the marking and moderating of student work and the publication of results. Courses in the School follow these guidelines in all circumstances.

Marking at Masters level follows strict criteria. All work is marked according to the School Guide to Academic Standards (Section G) and the Grades for Assessed work. M level modules use the Level 7 marksheet. The School operates a standard system of penalties that apply if the word limit for a theory assessment is exceeded. Please refer to the School Student Handbook for this information. The pass mark for assignments is 50%. If you fail to achieve a mark of 50% then you will be granted a second attempt but when you are successful at the second attempt, the overall grade for the module can only be 50%. The second attempt which will be due about 6 weeks after the date of the Assessment board. Students come to this course with different experiences and expectations about the marks they achieve for assignments. Remember that for a Masters degree an average mark (from all 9 modules) of 60-69% is granted award with merit and over 70% is award with distinction. Only a very few students will achieve a mark of over 70%. so marks over 50% can be considered a good start early in the course. Assessments are described as formative or summative. The aim of a formative assessment, such as a class presentation is for you to work towards the skills needed to achieve the learning outcomes of the module. Formative assessments allow the tutors to give you feedback on your progress. The summative assessment is the final submission which is graded. You will have the opportunity to submit a draft of your assessment or parts for your module tutor to comment on.

5.2 Notification of assignments and examination arrangements

The dates and procedures for the submission of assignments are explained in the module information pack at the beginning of each module on the course. Please read your module guidelines carefully. For all modules, you must pass all parts of the assessment. All assessment are due during or at the end of the semester (or semesters if it is a year long module) in which the module is taught. All assignments are submitted via the Turnitin section on the module Blackboard site (unless agreed otherwise) by midnight (GMT or BST) on the given date.

5.3 Referencing

Referencing throughout the course uses The American Psychological Association 6th Edition (APA) referencing style. You will be given detailed guidance on referencing technique early in the course and practice in developing the skill of referencing according to the requirements. The requirements are summarised on Blackboard and the full requirements are set out in the School Referencing Guide.

5.4 Confidential material

Where you refer to clinical practice in teaching sessions, discussion boards or written assessments you are bound by the Code of Conduct of your professional body. You have a personal responsibility to ensure that you do not breach the confidentiality of patients in any way, and also that you respect the privacy of individuals, including professional colleagues, and of organisations. The School Student Handbook sets out this responsibility in detail.

5.5 Dealing with difficulties in meeting assessment deadlines

Assignments must be submitted no later than the date on your assignment guidelines. This date is given at the beginning of the module information pack. If you anticipate that you will have difficulty in meeting assessment deadlines you must contact the module leader as soon as possible. The email is given in the module information pack. The mosule leader will explain the support available from the School. 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 the School Office at BrookHub@uclan.ac.uk We aim to let you know if the extension has been granted within 1 working day of the receipt of the request. Further information is available on the Student Portal at: https://www.uclan.ac.uk/students/study/examinations_and_awards/extenuating_circumstances.php 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).

5.5.1 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 studies 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 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).

5.5.2 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 the minimum pass mark for that element of assessment.

Work submitted later than 5 working days after the published submission date will be awarded a mark of 0% for that element of assessment.

Unauthorised late submission at resubmission will automatically be awarded a mark

of 0% for that element of assessment.

5.6 Feedback Following Assessments

UCLan is committed to giving you clear, legible and informative feedback for all your assessments (Academic Regulations). 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. You will be provided with generic feedback for in-module formative and summative elements of assessment which contribute to a module within 20 working days of the scheduled submission or examination date. Generic feedback on end of module assessment and dissertations will be made available within 20 days of publication of results. Feedback may be oral, written, posted on a website or other.

5.7 Cheating, plagiarism, collusion or re-presentation

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 School Referencing handbook explains the meaning of plagiarism and explains how you can submit a draft via Turnitin. The report shows you where you may need to improve your referencing, or where you have copied text which should have been paraphrased and linked into the themes of your own argument. 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: suadvice@uclan.ac.uk for support and guidance.

5.8 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: suadvice@uclan.ac.uk for support and guidance.

6. Course regulations

6.1 Course requirements

The regulations require that you complete all modules, as explained in Section 2.2.1 above, and this cannot be modified.

6.2 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.

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. We run mid-term sessions where a module rep collects any comments on the module to feed back to the module leader, and also request online feedback at the end of each module. The course has been reviewed over the years in response to student feedback and the number and type of assignment has been changed, there have been changes in the structure of the online sessions in some modules. In particular, we have an ongoing programme to improve the online support for students in referencing, use of online reference management systems, use of online bibliographic databases and literature searching techniques. The Students Union can support you in voicing your opinion, provide on-going advice and support, and encourage your involvement in all feedback opportunities. They will be requesting that you complete the National Student Survey (during semester 2 for students in their final year of study) or the UCLan Student Survey (all other students). 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. 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.

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: coursereps@uclan.ac.uk.

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: coursereps@uclan.ac.uk

7.2 Student Staff Liaison Committee Meetings (SSLC)

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 UCLan student surveys.

Review of enrolment / induction experience;

Course organisation and management (individual year groups, and the course overall);

Experience of modules - teaching, assessment, feedback;

Experience of academic support which may include e.g. academic advisor arrangements

Other aspects of University life relevant to student experience e.g. learning resources, IT, library;

Any other issues raised by students or staff.

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

8. Appendices

8.1 Programme Specification

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.

1. Awarding Institution / Body

UClan

2. Teaching Institution and Location of Delivery

UClan

3. University Department/Centre

School of Health

4. External Accreditation

None

5. Title of Final Award

MSc Herbal Medicine

6. Modes of Attendance offered

E-Learning (Part-time)

7. UCAS Code

N/A

8. Relevant Subject Benchmarking Group(s)

None

9. Other external influences

None

10. Date of production/revision of this form

January 2014

11. Aims of the Programme

The MSc will provide an opportunity for herbalists to undertake a critical evaluation of underlying theory, practice and research in healthcare. It provides a forum to share knowledge and experience; to debate methodological and contemporary issues and enhance practice within a collaborative on-line learning community. The course offers an opportunity for critique of the concepts and practice of herbal medicine in a clinical setting, with an emphasis on the critical appraisal of therapeutic interventions in the light of traditional and modern sources of evidence for the composition of prescriptions. The programme aims to develop practitioners who can function at an advanced level of practice and provide leadership in the planning, development and evaluation of contemporary herbal practice.

12. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

Successful students will be able to: A1: Critically evaluate tensions and challenge surrounding healthcare A2: Demonstrate originality in the use of forms of knowledge to create new insights and solutions for problems in healthcare A3: Critically debate contemporary themes within research in healthcare A4: Critically discuss the methods, evidence base and outcomes of research and scholarly activity A5: Critically appraise own creativity, initiative and personal responsibility and action plan for continued educational and professional improvement A6: Evaluate and justify different theoretical and critical approaches and their relevance within herbal medicine A7: Review and apply the techniques of research and scholarly enquiry in order to create and interpret new knowledge in the discipline

Teaching and Learning Methods

Postgraduate study requires an emphasis upon both formal and informal methods of learning and the promotion of independence in the planning and organisation of learning. The emphasis within the programme will be upon the creation of a challenging yet facilitative on-line learning environment supporting the rapid transition to a student-led approach, which is considered essential to facilitate the development of an autonomous and proactive learner. As mature professionals, students have much to contribute to the learning process and it is believed that an interactive and creative experience will enable them to explore and innovate within their own personal learning. This type of learning experience will support and facilitate development of strategies to creatively and critically explore, deconstruct, debate and reconstruct a conceptual understanding of research methods in complementary medicine and in the wider healthcare arena. The focus will be on examples drawn from real-life situations which promote understanding of the concept of integrated healthcare. Teaching and formative learning strategies will include: e-learning materials available on-line; guided reading and study available on-line; on-going discussion via asynchronous discussion boards, live seminars and group discussions in virtual classrooms on-line, one to one tutorials on-line, group work and presentations. Scheduled opportunities which provide the student with feedback about their progress towards meeting the module learning outcomes will be provided through synchronous learning, online discussion groups, email and tutorials.

Assessment methods

Depending on choice of optional modules, assessment will include: written assignments, critical reflective account, short answer questions, participation in a mock ethics committee, project work, oral presentation of research proposal, preparation of papers for Research Ethics Committee, development of a research tool, development of teaching materials, analytical report, learning contract, plus thesis.

B. Subject-specific skills

Successful students will be able to: B1: Critically evaluate differing theoretical frameworks and explore their uses and relevance to healthcare B2: Exercise initiative in searching for and critically utilising appropriate research materials and facilities including web based materials B3: Effectively use systematic methods to critically evaluate and apply existing knowledge in practice and in the creation of new knowledge to enhance future practice B4: Function as an advanced, reflective and self-regulated practitioner B5: Demonstrate creative and innovative approaches utilising critical reflection in the application of specialised and new knowledge in skilled professional practice B6: Skilfully utilise appropriate language and critical terms in written and verbal communication B7: Actively contribute to the developing knowledge base in herbal medicine and understand the skills required for scholarly dissemination

Teaching and Learning Methods

Postgraduate study requires an emphasis upon both formal and informal methods of learning and the promotion of independence in the planning and organisation of learning. The emphasis within the programme will be upon the creation of a challenging yet facilitative on-line learning environment supporting the rapid transition to a student-led approach, which is considered essential to facilitate the development of an autonomous and proactive learner. As mature professionals, students have much to contribute to the learning process and it is believed that an interactive and creative experience will enable them to explore and innovate within their own personal learning. This type of learning experience will support and facilitate development of strategies to creatively and critically explore, deconstruct, debate and reconstruct a conceptual understanding of research methods in complementary medicine and in the wider healthcare arena. The focus will be on examples drawn from real-life situations which promote understanding of the concept of integrated healthcare. Teaching and formative learning strategies will include: e-learning materials available on-line; guided reading and study available on-line; seminars and group discussions on-line. Scheduled opportunities which provide the student with feedback about their progress towards meeting the module learning outcomes will be provided through synchronous learning, online discussion groups, email and tutorials.

Assessment methods

Depending on choice of optional modules, assessment will include: written assignments, critical reflective account, short answer questions, participation in a mock ethics committee, project work, oral presentation of research proposal, preparation of papers for Research Ethics Committee, development of a research tool, development of teaching materials, analytical report, learning contract, plus thesis.

C. Thinking Skills

Successful students will be able to: C1: Be active autonomous learners, able to participate in student centred and student led activities throughout their period of study C2: Demonstrate curiosity and creativity and be critical about challenges to contemporary knowledge and practice C3: Effectively use professionally appropriate analytical skills C4: Exhibit increased critical autonomy and conceptual and methodological sophistication in both oral and written work C5: Be self-evaluative and demonstrate reflective skill in order to enhance herbal practice C6: Organise and articulate complex ideas through analysis, synthesis and evaluation in a coherent and creative style appropriate to postgraduate work

Teaching and Learning Methods

Teaching and formative learning strategies will include use of asynchronous eLearn discussion boards to engender critical debate between students, and synchronous presentations and discussion sessions using Breeze technology. This will give students an opportunity to develop their thinking skills in stages as themes develop in each module. Students will be provided with feedback about their progress towards meeting the module learning outcomes through online discussion boards and through email and scheduled tutorials with the academic advisor using Skype or telephone.

Assessment methods

Depending on choice of optional modules, assessment will include: written assignments, critical reflective account, short answer questions, participation in a mock ethics committee, project work, oral presentation of research proposal, preparation of papers for Research Ethics Committee, development of a research tool, development of teaching materials, analytical report, learning contract, plus thesis.

D. Other skills relevant to employability and personal development

Postgraduate education builds on and extends current knowledge and skills and facilitates the delivery of improved health care and contribution to the wider debates in complementary medicine. This enhances the professional’s ability to: D1: Take responsibility for own professional development D2: Achieve set objectives in the course D3: make a positive contribution to team activities D4: Develop advanced skills in information technology D5: Reflect on learning and professional practice D6: Facilitate innovative and good practice in research D7: Design and deliver high quality services D8: Demonstrate expertise and vision within their field through a piece of independent work D9: Demonstrate a capacity to manage competing demands on time including self-directed project work

Teaching and Learning Methods

Use of the eLearn e-portfolio will enable the student to reflect on learning and on professional practice. It will be used for planning and preparation of assignments, and feedback on progress towards meeting the learning outcomes will be given through email and use of the facility to share documents in the eLearn e-portfolio. Use of the e-portfolio will help to support the continuing professional development requirements of professional associations.

Assessment methods

Depending on choice of optional modules, assessment will include: written assignments, critical reflective account, short answer questions, participation in a mock ethics committee, project work, oral presentation of research proposal, preparation of papers for Research Ethics Committee, development of a research tool, development of teaching materials, analytical report, learning contract, plus thesis.

13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 7

NU4013 NU4025 NU4083

Deconstructing Practice (Core) Introduction to Post-graduate Research (Core) Developing Practice (Core)

20 20 20

Postgraduate Certificate in Critical Reasoning in Healthcare Requires 60 credits at Level 7

Level 7

NU4081 NU4085 NU4087 HP4006 HP4007 NU4086

Creative Prescribing in Herbal Medicine (Core) Plus 40 credits from optional modules: Therapeutic Relationships Inspiring Education Research Ethics and Governance Student initiated module Applying Methods in Health Research

20 20 20 20 20 20

Postgraduate Diploma in Herbal Medicine Requires 120 credits at Level 7

Level 7

NU4053

Dissertation (Core)

60

Masters Degree in Herbal Medicine Requires 180 credits at Level 7

15. Personal Development Planning

Personal development planning (PDP) (QAA, 2009) is a structured process which supports learning by reflection on learning, performance and achievement. The School of Health actively supports PDP and provides learning materials. This develops skills which form part of continuing personal and professional development and key skills developed in the modules include: self awareness, reflection and reflective practice, communication skills, team working, problem solving skills, information technology, presentation skills, writing skills and numeracy. Quality Assurance Agency for Higher Education (2009) Personal development planning: guidance for institutional policy and practice in higher education [online] last accessed 12 Sept 2010 at URL www.qaa.ac.uk

16. Admissions criteria

Current membership of an approved herbal register. A recognised British honours degree of 2.2 or above, or its equivalent. English language and writing skills at GCSE English (Grade C or above) or IELTS 6.5 (with no element lower than 6). Applicants with clinical experience and professional qualifications will be considered. All applicants will be interviewed and considered on their own merits

17. Key sources of information about the programme

School of Health website www.uclan.ac.uk/schools/health/index.php

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code Module Title Core (C), or Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills

A1 A2 A3 A4 A5 A6 A7 B1 B2 B3 B4 B5 B6 B7

LE

VE

L 7

Po

stg

rad

uate

Cert

ific

ate

NU4013 Deconstructing Practice

Core

NU4025 Introduction to Postgraduate Research

Core

NU4083 Developing Practice

Core

LE

VE

L 7

Po

stg

rad

uate

Dip

lom

a

NU4081 Creative Prescribing in Herbal Medicine

Core

NU4085 Therapeutic Relationships Option

NU4086 Applying Methods in Health Research

Option

NU4087 Inspiring Education

Option

HP4007

Student Initiated Module Option

HP4006

Research, Ethics and Governance

Option

LE

VE

L

7 M

Sc

NU4053

Dissertation Core

Level Module Code Module Title Core (C), or Option (O)

Programme Learning Outcomes

Thinking Skills Other skills relevant to employability and personal

development

C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7 D8

D9

LE

VE

L 7

Po

stg

rad

ua

te

Cert

ific

ate

NU4013 Deconstructing Practice Core

NU4025 Introduction to Postgraduate Research

Core

NU4083 Developing Practice Core

LE

VE

L 7

Po

stg

rad

uate

Dip

lom

a

NU4081 Creative Prescribing in Herbal Medicine

Core

NU4085 Therapeutic Relationships Option

NU4086 Applying Methods in Health Research

Option

NU4087 Inspiring Education

Option

HP4007 Student Initiated Module

Option

HP4006 Research, Ethics and Governance

Option

LE

VE

L 7

MS

c

NU4053

Dissertation Core

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 permitted by course regulations and approved by course leaders)

£300

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.