new msc seq - health psychology - bps.org.uk msc h… · web viewhealth psychology. you should...

NEW MASTERS PROGRAMME(S): APPLICATIONSelf-evaluation questionnaire (SEQ) for new stage one Masters programmes

You should complete this questionnaire if you are proposing a new Masters programme in Health Psychology for accreditation against stage one of the requirements for Chartered Membership of the Society, and full membership of the Division of Health Psychology. A separate self-evaluation questionnaire should be completed for international provision.

The questionnaire is split into two sections:

Section A asks for key information about the award(s) you are submitting for accreditation, including details of who we should contact if we have queries about your application.

Section B invites you to self-evaluate your programme(s) against each of our eight programme standards. If you are submitting more than one new programme for accreditation and all of your new awards meet our programme standards in the same way, you may complete a single Section B.

The BPS is committed to respecting your right to privacy and data security and to handling the information you provide responsibly within the requirements of the UK Data Protection Act. Your accreditation submission will be shared with Society staff and Members who work with us as authorised agents to deliver the accreditation process on our behalf. Our full privacy policy is available at: www.bps.org.uk/privacy-policy or by written request to ‘Enquiries’ at the Society offices.

Health Psychology

http://www.bps.org.uk/privacy-policy

New MSc SEQ - Health Psychology

Preparing your application

To allow our reviewers to easily navigate your submission and to avoid delays we ask that you submit in the following way:

1) A main folder should be created using your University name, with a sub-folder then created for each of the Programme Standards i.e. Programme Standard 1, 2 and so forth, each of these folders will sit in your main folder.

Please keep file names and folder structures as short as possible as files and structures that are too long may affect the documents being downloaded by our reviewers. The structure should be no more than 3 levels, for example:

University of xx – Programme Standard x – 2.2 Programme Guides – files

We advise that file names be kept at 50 characters with spaces, and label each piece of supporting evidence sequentially in relation to its folder i.e. 1.1, 1.2, 1.3 and 2.1, 2.2, 2.3.

2) The SEQ must be submitted as a Word Document and should be contained within its own folder named SEQ, which will sit in the main folder. Please note that we only require one SEQ for all Undergraduate Programmes.

3) Please use generic terms for each document within the folder i.e. Staff Student Liaison Committee Minutes

4) Include a proposed timetable within the SEQ folder. Our standard timetables can be found on our website using the download link below. Our timetables provide a guide for education providers planning for a partnership visit, therefore we are keen for you to propose a timetable that best meets your needs.

For further guidance on the submission process please refer to ‘Accreditation through Partnership: Preparing for a partnership visit’ and the ‘Standards for accreditation’ which can be found on our website at www.bps.org.uk/accreditationdownloads

Please Note that your submission will be returned if the structure does not follow these guidelines.

Submitting your applicationYour completed application should be submitted via our secure online sharing platform – Hightail, using the following instructions:

1. Compress all of your Files into one Zip File2. Copy and paste the following link into your web browser,

https://spaces.hightail.com/uplink/BPSPAcT3. Add your compressed Zip File to the screen as requested.4. Add information to the ‘From’ and ‘Message’ boxes and click upload. In the message field,

please note your University, programme, point of contact and email address.

If you have any queries in relation to your application, please contact [email protected]

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https://spaces.hightail.com/uplink/BPSPAcT

http://www.bps.org.uk/accreditationdownloads

mailto:[email protected]


Section A: about your provision1. The education provider

Name of awarding institution:

Academic unit(s) in which the provision is based:

Full address (to assist us in relation to future visit planning, where required):

Name of Programme Director(s):

You should tell us the name of the staff member(s) with overall academic responsibility for the provision and its delivery and development.

Franchising / International Delivery arrangements:

Is the provision franchised for delivery by a partner institution? Yes / No

If yes, please state the name of the partner institution.

2. Application

Who should we approach with any queries about this application?

You should tell us the name and role of who we should approach with any queries about your application, and provide us with an email address and telephone number for them.

Senior management sign off:

We require the Head of the academic unit in which the provision is based to sign off this application.

By providing your name, role and date of submission you confirm the accuracy of the information contained within this application, and the provision of the additional evidence.

Name and role:

Date of submission:

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3. The programme(s)If your submission covers more than one programme, please add further rows to this table as required.

Full name of programme

(as it appears on award certificate)

Mode of study (tick all that apply)

Is the award

validated?

Student numbers (FTE)

Date of first intake

Intake from w

hich accreditation sought

Full-time

Part-tim

e

Blended learning

Distance learning

Yes

No* Current

(if the programme is already running)

Projected

(if the programme is brand new)

* Note: If your programme has not yet been validated, please indicate the date on which the validation event (or equivalent) is planned to take place.

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4. The checklistThe sources of evidence to be supplied alongside this self-evaluation questionnaire are outlined below. This list should be considered alongside our handbook, Accreditation through Partnership: Preparing for a partnership visit.

Programme standard Required evidence source (or equivalent alternative source if appropriate)

Enclosed?

Y/N

Programme standard 1: Programme Design

Programme specification.

Programme standard 2: Programme Content (learning, research and practice)

Module outlines.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks if applicable.

Programme standard 3: Working ethically and legally

There are no additional evidence requirements for this standard.

N/A

Programme standard 4: Selection and admissions

Equality, Diversity and Inclusion Policy. Please provide a link

Recognition of Prior Learning Policy (if applicable).

Please provide a link

Programme standard 5: Student development and professional membership


N/A

Programme standard 6: Academic leadership and programme delivery

CVs / brief biographies for all staff listed in item 6.2.

Programme standard 7: Discipline specific resources


N/A

Programme standard 8: Quality management and governance An overview of any feedback collected by

the programme in relation to quality matters (e.g. internal programme review/validation/approval document).

(International/franchised provision only) Detailed business case supporting collaborative delivery of the programme by external partners.

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Please note that our reviewers may request clarification or ask for further information in addition to the event that the evidence sources outlined above do not adequately demonstrate fulfillment of the accreditation standards.

Section B: self-evaluation against our standardsIn this part of our questionnaire, we ask you to tell us about the context in which your provision is delivered and the rationale for its development. We invite you to self-evaluate your provision against our eight programme standards. When you complete this part of the questionnaire you must refer to the relevant accreditation standards and the associated process handbook (www.bps.org.uk/accreditationdownloads).

Context and rationaleInformation required Commentary

Why has this new programme been developed?

Please briefly outline the rationale for the development of this new programme, and describe how the programme contributes to the strategic aims of your institution.

What are the distinctive features of this provision?

Please briefly outline what you feel to be the distinctive features or strengths of this provision, using bullet points. These may relate to staff expertise the provision, the academic unit in which it is based, or the education provider more generally.

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http://www.bps.org.uk/accreditationdownloads


Programme Standard 1: Programme Design

1.1 Please list below each of the modules of which the accredited award is comprised (note: please add rows as required):

Module code

Module title Credits Assessment task(s)

Mandatory/ optional

Name of module leader

Assessment

Information required Commentary

1.2 Please confirm that the pass mark for each of the above modules is 50%

Yes / No (delete as appropriate)

1.3 Is any compensation permissible across the above modules?


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1.4 Is there any specific good practice you wish to highlight in relation to this standard?

For any good practice highlighted, please describe the impact of that good practice on the quality of the overall student experience, or on other aspects of delivery.

Evidence Requirements

For this programme standard we expect you to submit the following evidence sources:

Programme Specification

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’ Comments

Standard met in full Yes / No

Good Practice

Further information or areas for clarification

Please indicate the specific standard(s) to which your comments relate

Areas of concern (standard not met)

Please indicate the specific standard(s) you are concerned may not be met

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Programme Standard 2: Programme Content (learning, research and practice)

Curriculum

2.1 Accredited programmes are expected to address the full range of core curriculum areas, as outlined below, and in full in our accreditation standards. Programmes are encouraged to develop specific emphasis and focus on some areas in more depth than others, to reflect the areas of strength of the staff team delivering the programme, or to promote a distinctive identity for the programme as a whole. You should highlight any particular strengths or emphases of your programme in the table below.

Please indicate in which module(s) each area of the required curriculum is taught and assessed:

Curriculum area Module or component code(s) and title(s)

Summary of coverage and assessment

E.g.:PSY1001Psychology 1

E.g.:Two lectures (two hours each)One tutorial (two hours)Directed self-learning

Case study assignment (2,000 words)Group presentation

Research and research methods, including at least one empirical study.

You are encouraged to review your research methods content against the Society’s Supplementary guidance on research and research methods on Society-accredited postgraduate programmes (2017).

Contexts and perspectives in health psychology, including critical understanding of relevant theories and awareness of related disciplines.

Physiological and psychosomatic disease processes, including appraisal and evaluation of evidence relating to the epidemiology of health and illness.

Client groups and other stakeholders, including the knowledge and skills to enable

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them to progress to working with a range of client groups across the lifespan, and those relevant to working with other professionals.

Health-related behavior and cognitions, including critical evaluation of relevant theoretical models.

Interventions: applications of health psychology, including being able to compare and contrast a range of interventions applicable to health psychology settings and health and well-being outcomes (e.g. cognitive-behavioural approaches, motivational interviewing), and understanding issues relevant to the design and evaluation of a range of interventions.

Healthcare and professional settings, including the knowledge and skills required to progress to working within a range of settings and contexts relevant to health psychology.

Measurement issues, including critical understanding of psychometric issues, exposure to the practical administration of some psychometric tests, and an understanding of scale development.

Professional issues, including taking responsibility for their own professional development (e.g. through PDP), awareness of the legal and statutory obligations and restrictions on health psychology practice in the UK, and familiarity with the implementation of policy, strategy and legislation in health contexts (including European and international perspectives on health psychology).

Core skills


2.2 How are students engaged in critically evaluating the current knowledge, theory and evidence base relevant to the discipline and in understanding that this is an

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important first step for all work and activities?

2.3 How are students supported in using a range of techniques and research methods applicable to psychological enquiry?

2.4 Have you reviewed your research and research methods provision against the Society’s Supplementary Guidance for research and research methods on Society accredited postgraduate programmes?


2.5 How do students develop the ability to communicate effectively (verbally and non-verbally) with colleagues, research supervisors and a wider audience?

2.6 How do students disseminate their work?

This may include a range of written (e.g. professional reports, journal papers, conference posters) and oral (e.g. presentations, one-to-one feedback) formats.





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Module outlines: we expect to see evidence that provides an overview of what is taught in each module. If that level of detail is not included in the module descriptor please provide the module handbook.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks, if applicable.




Good Practice





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Programme Standard 3: Working ethically and legally


3.1 Please provide a brief overview of how you introduce students to ethics and ethical practice.

You should indicate teaching of ethics in relation to the submission of ethics applications for research projects and beyond.

3.2 How is students’ understanding of ethics evaluated?

You should indicate assessment of ethics in relation to the submission of ethics applications for research projects and beyond.

3.3 What procedures are in place for gaining ethical approval for students’ research?

3.4 How do students develop skills in applying relevant ethical, legal and professional practice frameworks, as appropriate to their level of study?

3.5 How do you ensure that students are aware of the legal and statutory obligations and restrictions on psychological practice in the UK?

3.6 Have you reviewed your provision against the Society’s


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Guidance on teaching and assessment of ethical competence in psychology education?




There are no additional evidence requirements for this programme standard. However, we will expect the evidence provided in relation to Programme standard 2 to demonstrate appropriate coverage of ethics within programme content.



Good Practice





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Programme Standard 4: Selection and admission


4.1 Please provide a brief overview of any specific actions you take to encourage equality, diversity and inclusion through recruitment and selection to the programme that go beyond the education provider’s overall policy for widening access.

4.2 Please outline any equality charter marks currently held or being applied for by your department, and at what level (e.g. Athena SWAN).

4.3 Do you offer Recognition of Prior Learning?

If yes, please outline how you consider such applications or refer us to the relevant policy/procedural document.


4.5 Do you accept applicants who are not eligible for the Graduate Basis for Chartered Membership (GBC)?

If yes, please provide details of any specific additional support that is in place for these students.


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A link to the education providers Equality, Diversity and Inclusion Policy

A link to the education providers Recognition of Prior Learning Policy (if applicable)




Good Practice





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Programme Standard 5: Student development and professional membership


5.1 Please outline your approach to personal tutoring (specifically, ensuring that students have access to academic and pastoral support).

5.2 Please provide a brief overview of any specific actions you take to support the employability of psychology graduates that go beyond the education provider’s overall provision for employability support.

5.3 How are students supported in identifying and developing skills and capabilities relevant to progression to applied psychological practice is due course?

See required core skills.

5.5 How are students supported in reflecting on and synthesising different aspects of their work to inform their developing professional identity as a trainee?

See required core skills.

5.7 What opportunities do students have to study alongside students from other disciplines or professions?

5.9 What other provision is in place to enhance student employability?

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5.11 Please provide an overview of how you ensure that students have access to up to date information on progression to the next stage of their professional training in psychology.

5.13 Please signpost where and how you provide students with information on the benefits of Society membership:

e.g. Programme Handbook, p. x







Good Practice





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Programme Standard 6: Academic leadership and programme delivery

Programme Directorship

6.1 Please outline the leadership and coordination arrangements for the programme. You should tell us the name(s) of the Programme Director(s) and provide a brief commentary on the scope of their role and responsibilities.

Please note that if your visit is post 31 January 2019 you will be required to complete the new staff student ratio (SSR) Data Capture Tool which will be sent to the relevant providers in the autumn term 2018. Providers with a visit before 31 January 2019 should continue to complete this section of the form to provide an overall SSR.

Staff numbers

6.2 Please complete the following table detailing staff contribution to the delivery of the specific programme to which this questionnaire relates.

Please indicate those staff that hold key roles associated with programme delivery and indicate the nature of those roles in the table below (e.g. academic leadership, placement coordination, or research supervision).

Permanent Full-Time and Contractual Academic Staff (full-time, part-time and fractional)

Name FTE HCPC Registered (Y/N) If yes,

please indicate modality

Key roles

Total

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6.3 Please provide any additional comments on how you have calculated your FTEs, and any other relevant information, here.

6.4 Please provide details of any approved vacancies; these should not be included within the SSR calculations.

Approved vacancies

Post More info needed?

Notes Expected responsibilities in relation to the programme(s)

Please add rows as required

Total FTE

Student numbers

6.5 Please indicate the total number of students on the programme in the table below:

Full time Part time Total

Number of individual students

FTE students

Overall staff: student ratio

6.6 Please indicate the overall student to staff ratio (SSR) for the programme:

Staff FTE(Question 6.2)

Student FTE(Question 6.5) =

SSR(Question 6.5 ÷

Question 6.2)

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Support Staff

6.7 Please indicate below the total dedicated and shared support staff resources that are in place for the programme:

Support roles Dedicated staff FTE

Shared staff FTE

Administrative/ professional services staff

Psychology technical staff

Additional distance learning support staff (if applicable)Other support staff (please specify)


6.9 Have you reviewed the support staff resources listed in 6.7 above against the Society’s Supplementary guidance for providers of accredited programmes on the roles and contributions of professional administrative staff and Supplementary guidance on the roles and contributions of psychology technical staff?


6.11Please provide a brief overview of the activities undertaken by the staff referred to in 6.7 above in relation to supporting the student learning experience, and in providing support to academic staff.

6.11Please provide an overview of your approach to ensuring that academic staff maintain expertise in learning, research and practice (where relevant), and ensure that they remain up to date, and to supporting staff development for all staff.

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Staff CVs from 6.2. You may provide CVs in the education provider’s preferred format or provide brief biographies if preferred.




Good Practice





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Programme Standard 7: Discipline-specific resources


7.1 Please provide a brief overview of any specific challenges or constraints in relation to access to resources for this particular programme.

7.2 What IT facilities are available? (Including software and statistical packages).

7.3 What specialist Psychology research equipment is available?

7.4 How do trainees access these facilities? Both on campus and at a distance/off campus, as appropriate.

7.5 What psychology databases do trainees have access to? Is full text or abstract only access provided?


For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.

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Good Practice





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Programme Standard 8: Quality Management

External Examiners

8.1 Please provide details of the current external examiner(s) for the programme:

Name HCPC Registered (Y/N)

If yes please indicate modality

Affiliation/Employer Term of Office


8.2 What have you identified as the main priorities for further development of the provision?

Please advise any specific ways in which you feel the Society’s visit to your programme may be able to support you with regard to these priorities.



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An overview of any feedback collected by the programme in relation to quality matters (e.g. internal programme review/validation document)

(International/franchised provision only) Detailed business case supporting collaborative delivery of the programme by external partners.




Good Practice





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Reviewers’ decisionReviewers: please complete the table below indicating the status of the programme’s achievement across the eight programme standards and indicate your overall decision regarding whether or not accreditation may be granted. Where reviewers agree that a standard is not met, accreditation will not be granted: the education provider will need to submit further evidence of having addressed the specific concerns identified before this decision may be reconsidered.

Standard Met in full Good practice Further information

Not met

1: Programme design

2. Programme content (learning, research and practice)

3. Working ethically and legally

4. Selection and admissions

5. Student development and professional membership

6. Academic leadership and programme delivery

7. Discipline-specific resources

8. Quality management and governance

For UK programmes only, including Online / Distance Learning

May accreditation be granted to this programme? please indicate one option

Yes No

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For programmes delivered outside of the UK

May an onsite visit go ahead? please indicate one option

Yes No

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