report of programme validation panel - dkit · report of validation panel page 3/9 the programme...

Report of Validation Panel /9

Report of Programme Validation Panel

Panel Visit: 13th May 2013

Named Award: Bachelor of Science Programme Title(s): Bachelor of Science in Veterinary Nursing Exit Award(s): Not applicable Award Type: Ordinary Bachelor Degree Award Class: Major NFQ Level: 7 ECTS / ACCS Credits: 180 First Intake: September 2013 (30)

Panel Members

Dr. Gertie Taggart Chair Head of School of Science, Letterkenny Institute of Technology (LyIT)

Prof. Patrick Wall Ms. Lisa Geraghty

Academic Associate Professor Public Health, University College Dublin (UCD) Department of Life and Physical Science, Athlone Institute of Technology (AIT)

Mr. Padraic Brennan Industry Lisburn Veterinary Clinic Dr. Brendan Ryder Secretary to

Panel Assistant Registrar, Dundalk Institute of Technology (DkIT)

Programme Development Team

Dr. Edel Healy Ms. Marina Bellini Dr. Beda Brennan Ms. Karen Dunne Mr. Eamonn Mullen Ms. Siobhan Duffy Dr. John Dallat Ms. Catherine Jacque Ms.Doireann Dowling Dr. Mark Hollywood Ms. Fionnuala Power Dr. Keith Thornbury Dr. Gerard Sergeant


1 Introduction The following report to Academic Council is a validation panel report from an expert panel of assessors on a proposal from the School of Business and Humanities at Dundalk Institute of Technology to design the following programmes: Bachelor of Science in B.Sc. in Veterinary Nursing The evaluators would like to thank the members of the development team for engaging generously and openly with the review process. The report is divided into the following sections: Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings

2 Background to Proposed Programme

See programme submission for more detailed information.

3 General Findings of the Validation Panel

The panel would like to commend the programme development team for the quality and comprehensiveness of the documentation submitted. The engagement and commitment of the team was evident on the day of the validation panel. The panel would like it noted that the full employment of graduates from this programme is a significant achievement for the department and the Institute. It is clearly evident that the department has engaged in a significant level of review and reflection.

Having considered the documentation provided and discussed it with the programme development team, the validation panel recommends the following: Bachelor of Science in B.Sc. in Veterinary Nursing

Accredited for the next five academic years or until the next programmatic review, whichever occurs sooner

X

Accredited subject to conditions and/or recommendations X Re-designed and re-submitted to the same validation panel after additional developmental work

Not Accredited

Approval is conditional on the submission of a revised programme document that takes account of the conditions and recommendations outlined below and a response document describing the actions of the Department to address the conditions and recommendations made by the programme validation panel. In this report, the term Condition is used to indicate an action or amendment which in the view of the validation panel must be undertaken prior to the commencement of the programme. Conditions are mandatory if the programme is to be approved. The term Recommendation indicates an item to which


the Programme Board should give serious consideration for implementation at an early stage and which should be the subject of on-going monitoring.

4 Programme-Level Findings This section of the report addresses the following programme level considerations: Demand Award Institute strategy alignment Entry requirements Access, transfer and progression Standards and Outcomes Programme structure Teaching and Learning Strategies Assessment Strategy Resource requirements Quality Assurance.

4.1 Demand

Validation Criterion: Is there a convincing need for the programme and has evidence been provided to support it?

Overall Finding: Yes Condition(s): None.

Recommendation(s): None.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate? Overall Finding: Yes

Condition(s): None. Recommendation(s): None.


4.3 Institute Strategy Alignment

Validation Criterion: Is the proposed programme aligned to the Institute’s strategy and are the strategic themes of entrepreneurship, sustainability and internationalisation embedded in the proposed programme as appropriate?

Overall Finding: Yes

Condition(s): None.


4.4 Entry Requirements

Validation Criterion: Are the entry requirements for the proposed programme clear and appropriate?



4.5 Access, Transfer and Progression

Validation Criterion: Does the proposed programme incorporate the procedures for access, transfer and progression that have been established by the NQAI and does it accommodate a variety of access and entry requirements?

Overall Finding: Yes, subject to conditions and/or recommendations

Condition(s): None. Recommendation(s):

In order to allow for flexible transfer and progression the science components of the programme should be included as recognisable core science modules. It is not evident what progression paths to NFQ Level 8 are possible in the current programme configuration.


4.6 Standards and Outcomes

Validation Criterion: Does the proposed programme meet the required award standards for programmes at the proposed NFQ level (i.e. conform to QQI Award Standards)?

Overall Finding: Yes The awards standards requirements for programmes on the NFQ Framework can be found at http://www.hetac.ie/publications_pol01.htm


4.7 Programme Structure

Validation Criterion: Is the programme structure logical and well designed and can the stated proposed programme outcomes in terms of employment skills and career opportunities be met by this programme?


Condition(s): None.

Recommendation(s): The programme development team should explore the possibility of elective modules to

maximise the educational experience for the student (and avoid “stove-piping”).

Consideration should be given to the addition of a Counselling (of client) module in the programme structure.

Consideration should be given to introducing the following modules earlier in the

programme:

o Surgical Nursing o Aesthesia and Analgesia o Diagnostic Imaging.

http://www.hetac.ie/publications_pol01.htm


4.8 Teaching and Learning Strategies

Validation Criterion: Have appropriate teaching and learning strategies been provided for the proposed programme?


The panel were impressed with the high levels of engagement with the scholarship of learning and teaching and the application of innovative practices contained therein. Best practice approaches were adopted in order to enhance the learning experience for students. Significant developments have taken place in relation to the promotion of active learning in the classroom and also the use of classroom assessment strategies and other innovative assessment practices. There was also evidence of application of innovation in relation to the first year experience as evidenced by the introduction of programme convenors, a new induction programme and supports provided to all students, including first years, through the Student Learning and Development Centre (SLDC). It is clear that the M.A. in Learning and Teaching had played a significant role in developing new pedagogies and a range of excellent strategies (including flexible and blended strategies) across the curriculum.


4.9 Assessment Strategies

Validation Criterion: Have appropriate programme assessment strategies been

provided for the proposed programme (as outlined in the QQI/HETAC Assessment and Guidelines, 2009)?


Assessment strategies are required in line with HETAC’s Assessment and Standards and should form a substantial part of the documentation to be considered by the programme validation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33). Accordingly the assessment strategy should address the following (See (HETAC (2009) Assessment and Standards, Section 2.2.5, page 13) : Description and Rationale for the choice of assessment tasks, criteria and procedures.

This should address fairness and consistency, specifically their validity, reliability and authenticity;

Describe any special regulations; Regulate, build upon and integrate the module assessment strategies; Provide contingent strategy for cases where learners claim exemption from modules,

including recognition of prior learning; Ensure the programme’s continuous assessment workload is appropriately balanced; Relate to the teaching and learning strategy;


Demonstrate how grading criteria will be developed to relate to the Institutional grading system.

The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute of Technology (Nov 2010) (https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s): None.


4.10 Resource Requirements

Validation Criterion: Does the Institute possess the resources and facilities necessary to deliver the proposed programme?


Condition(s): None.

Recommendation: None.

4.11 Quality Assurance

Validation Criterion: Does the proposed programme demonstrate how the Institute’s quality assurance procedures have been applied and that satisfactory procedures exist for the on-going monitoring and periodic review of programmes?


The Institute’s Quality Assurance Procedures are published in the Academic Quality Assurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manual and include approved procedures for the on-going monitoring and periodic review of Programmes. Detailed documentation was presented to the panel which included the following: Records of programme boards Interactions with external examiners Student feedback

https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology

https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology

https://www.dkit.ie/registrar/policies/academic-quality-manual

https://www.dkit.ie/registrar/policies/academic-quality-manual


Condition(s): None.


4.12 Programme Management

Validation Criterion: Are the programme management structures adequate? Overall Finding: Yes

The introduction of programme directors (including first-year convenors) has had a significant impact on the efficiency of and communication within the programme management structure. This should be retained into the future.

Condition(s): None.


5 Module-Level Findings

Condition(s): None.

Recommendation(s):

The programme development team should consider introducing a module to allow

students to attain credits in recognition of their contribution in peer-assisted learning (PAL) activities.

Module descriptors are very detailed in some instances, particularly the indicative contents section. These should be reviewed accordingly.


Validation Criterion: Have appropriate module assessment strategies been included in the proposed programme?


Condition(s): None.



5.2 Other Findings

Condition(s): None.

Recommendation(s):

Consider how students will be prepared for Level 8 if the supply and demand changes

for the programme.

The programme development team should explore other career options in this veterinary nursing area. This would include multi-disciplinary interactions.

Validation Panel Report Approved By:

Signed:

_______________________________________________________ Dr. Gertie Taggart, Chairperson.

Date:

13th May 2013.

School Response to Validation Panel Report Page 1/10

Response to the Report of theProgramme Validation Panel

Panel Visit: 13th May 2013

Named Award: Bachelor of ScienceProgramme Title(s): Bachelor of Science in Veterinary NursingExit Award(s): Not applicableAward Type: Ordinary Bachelor DegreeAward Class: MajorNFQ Level: 7ECTS / ACCS Credits: 180First Intake: September 2013 (30)

Panel Members

Dr. Gertie Taggart Chair Head of School of Science, LetterkennyInstitute of Technology (LyIT)

Prof. Patrick Wall

Ms. Lisa Geraghty

Academic Associate Professor Public Health, UniversityCollege Dublin (UCD)

Department of Life and Physical Science,Athlone Institute of Technology (AIT)

Mr. Padraic Brennan Industry Lisburn Veterinary ClinicDr. Brendan Ryder Secretary to

PanelAssistant Registrar, Dundalk Institute ofTechnology (DkIT)

Programme Development Team

Dr. Edel Healy Ms. Marina BelliniDr. Beda Brennan Ms. Karen DunneMr. Eamonn Mullen Ms. Siobhan DuffyDr. John Dallat Ms. Catherine JacqueMs.Doireann Dowling Dr. Mark HollywoodMs. Fionnuala Power Dr. Keith ThornburyDr. Gerard Sergeant


1 Introduction

The following report to Academic Council is a validation panel report from an expert panelof assessors on a proposal from the School of Business and Humanities at Dundalk Instituteof Technology to design the following programmes:

Bachelor of Science in B.Sc. in Veterinary Nursing

The evaluators would like to thank the members of the development team for engaginggenerously and openly with the review process.

The report is divided into the following sections:

Background to Proposed Programme General Findings of the Validation Panel Programme-Level Findings Module-Level Findings

2 Background to Proposed Programme

See programme submission for more detailed information.

3 General Findings of the Validation Panel

The panel would like to commend the programme development team for the quality andcomprehensiveness of the documentation submitted. The engagement and commitment ofthe team was evident on the day of the validation panel. The panel would like it noted thatthe full employment of graduates from this programme is a significant achievement for thedepartment and the Institute. It is clearly evident that the department has engaged in asignificant level of review and reflection.

Having considered the documentation provided and discussed it with the programmedevelopment team, the validation panel recommends the following:

Bachelor of Science in B.Sc. in Veterinary Nursing

Accredited for the next five academic years or until the next programmaticreview, whichever occurs sooner

X

Accredited subject to conditions and/or recommendations XRe-designed and re-submitted to the same validation panel after additionaldevelopmental workNot Accredited

Approval is conditional on the submission of a revised programme document that takesaccount of the conditions and recommendations outlined below and a response documentdescribing the actions of the Department to address the conditions and recommendationsmade by the programme validation panel. In this report, the term Condition is used toindicate an action or amendment which in the view of the validation panel must beundertaken prior to the commencement of the programme. Conditions are mandatory if theprogramme is to be approved. The term Recommendation indicates an item to which the


Programme Board should give serious consideration for implementation at an early stageand which should be the subject of on-going monitoring.

4 Programme-Level Findings

This section of the report addresses the following programme level considerations:

Demand Award Institute strategy alignment Entry requirements Access, transfer and progression Standards and Outcomes Programme structure Teaching and Learning Strategies Assessment Strategy Resource requirements Quality Assurance.

4.1 Demand

Validation Criterion: Is there a convincing need for the programme and has evidencebeen provided to support it?


Condition(s):

None.

Recommendation(s):

None.

4.2 Award

Validation Criterion: Is the level and type of the award appropriate?Overall Finding: Yes

Condition(s):

None.

Recommendation(s):

None.


4.3 Institute Strategy Alignment

Validation Criterion: Is the proposed programme aligned to the Institute’s strategy andare the strategic themes of entrepreneurship, sustainability andinternationalisation embedded in the proposed programme asappropriate?


Condition(s):

None.

Recommendation(s):

None.

4.4 Entry Requirements

Validation Criterion: Are the entry requirements for the proposed programme clearand appropriate?


Condition(s):

None.

Recommendation(s):

None.

4.5 Access, Transfer and Progression

Validation Criterion: Does the proposed programme incorporate the procedures foraccess, transfer and progression that have been established bythe NQAI and does it accommodate a variety of access and entryrequirements?


Condition(s):

None.

Recommendation(s):

In order to allow for flexible transfer and progression the science components of theprogramme should be included as recognisable core science modules. It is not evidentwhat progression paths to NFQ Level 8 are possible in the current programmeconfiguration.


School Response:

The Programme Board discussed this recommendation at its meeting dated 10th October2013. The team are of the view that this Programme is not a Science programme in thetraditional sense and that progression to a Level 8 Laboratory Science Programme wouldnot be appropriate. The team are currently all progression options available to itsgraduates.

4.6 Standards and Outcomes

Validation Criterion: Does the proposed programme meet the required awardstandards for programmes at the proposed NFQ level (i.e.conform to QQI Award Standards)?


The awards standards requirements for programmes on the NFQ Framework can befound at http://www.hetac.ie/publications_pol01.htm

Condition(s):

None.

Recommendation(s):

None.

4.7 Programme Structure

Validation Criterion: Is the programme structure logical and well designed and can thestated proposed programme outcomes in terms of employmentskills and career opportunities be met by this programme?


Condition(s):

None.

Recommendation(s):

The programme development team should explore the possibility of elective modules tomaximise the educational experience for the student (and avoid “stove-piping”).

Consideration should be given to the addition of a Counselling (of client) module in theprogramme structure.

Consideration should be given to introducing the following modules earlier in theprogramme:


o Surgical Nursingo Aesthesia and Analgesiao Diagnostic Imaging.

School Response:

The team discussed these recommendations at its Programme Board meeting dated 10th

October 2013. Elective modules shall be considered by the team, areas such as EquineNursing or Laboratory Science were suggested. However the ability to offer such electiveswould be resource dependent. The team were of the view that counselling is adequatelycovered in the ‘Client Care’ module. In relation to the modules suggested above fordelivery earlier in the Programme the team did not agree that their delivery would beappropriate earlier in the Programme. They are of the opinion that the applied nature ofthese skills are more relevant later in the Programme. This would also be the feedbackfrom work placement sites on this issue.

4.8 Teaching and Learning Strategies

Validation Criterion: Have appropriate teaching and learning strategies been providedfor the proposed programme?


The panel were impressed with the high levels of engagement with the scholarship oflearning and teaching and the application of innovative practices contained therein. Bestpractice approaches were adopted in order to enhance the learning experience forstudents. Significant developments have taken place in relation to the promotion of activelearning in the classroom and also the use of classroom assessment strategies and otherinnovative assessment practices. There was also evidence of application of innovation inrelation to the first year experience as evidenced by the introduction of programmeconvenors, a new induction programme and supports provided to all students, includingfirst years, through the Student Learning and Development Centre (SLDC). It is clear thatthe M.A. in Learning and Teaching had played a significant role in developing newpedagogies and a range of excellent strategies (including flexible and blended strategies)across the curriculum.

Condition(s):

None.

Recommendation(s):

None.



Validation Criterion: Have appropriate programme assessment strategies beenprovided for the proposed programme (as outlined in theQQI/HETAC Assessment and Guidelines, 2009)?


Assessment strategies are required in line with HETAC’s Assessment and Standards andshould form a substantial part of the documentation to be considered by the programmevalidation panel. See (HETAC (2009) Assessment and Standards, Section 4.6.1, page 33).Accordingly the assessment strategy should address the following (See (HETAC (2009)Assessment and Standards, Section 2.2.5, page 13) :

Description and Rationale for the choice of assessment tasks, criteria and procedures.This should address fairness and consistency, specifically their validity, reliability andauthenticity;

Describe any special regulations; Regulate, build upon and integrate the module assessment strategies; Provide contingent strategy for cases where learners claim exemption from modules,

including recognition of prior learning; Ensure the programme’s continuous assessment workload is appropriately balanced; Relate to the teaching and learning strategy; Demonstrate how grading criteria will be developed to relate to the Institutional

grading system.

The Institute resource entitled Assessment and Learning: A Policy for Dundalk Institute ofTechnology (Nov 2010) (https://www.dkit.ie/celt/documents-and-policies/assessment-and-learning-guidelines-dundalk-institute-technology) should also be consulted.

Condition(s):

None.

Recommendation(s):

None.

4.10Resource Requirements

Validation Criterion: Does the Institute possess the resources and facilities necessaryto deliver the proposed programme?


Condition(s):

None.

Recommendation(s):

None.


4.11Quality Assurance

Validation Criterion: Does the proposed programme demonstrate how the Institute’squality assurance procedures have been applied and thatsatisfactory procedures exist for the on-going monitoring andperiodic review of programmes?


The Institute’s Quality Assurance Procedures are published in the Academic QualityAssurance Manual available at: https://www.dkit.ie/registrar/policies/academic-quality-manual and include approved procedures for the on-going monitoring and periodic reviewof Programmes.

Detailed documentation was presented to the panel which included the following:

Records of programme boards Interactions with external examiners Student feedback

Condition(s):

None.

Recommendation(s):

None.

4.12Programme Management

Validation Criterion: Are the programme management structures adequate?Overall Finding: Yes

The introduction of programme directors (including first-year convenors) has had asignificant impact on the efficiency of and communication within the programmemanagement structure. This should be retained into the future.

Condition(s):

None.

Recommendation(s):

None.

5 Module-Level Findings

Condition(s):

None.


Recommendation(s):

The programme development team should consider introducing a module to allowstudents to attain credits in recognition of their contribution in peer-assisted learning(PAL) activities.

Module descriptors are very detailed in some instances, particularly the indicativecontents section. These should be reviewed accordingly.

School Response:

The students already get ECTs awarded for these activities. This is the module entitled‘Personal Effectiveness and Peer Support’. This included in Appendix 1.

Module descriptors shall be reviewed by the team.


Validation Criterion: Have appropriate module assessment strategies been included inthe proposed programme?


Condition(s):

None.

Recommendation(s):

None.

5.2 Other Findings

Condition(s):

None.

Recommendation(s):

Consider how students will be prepared for Level 8 if the supply and demand changesfor the programme.

The programme development team should explore other career options in thisveterinary nursing area. This would include multi-disciplinary interactions.


School Response:

The team shall review progression opportunities for the graduates including the feasibilityof the development of a suitable Level 8 add-on programme in DkIT.

Signed on behalf of the School

__________________________________________Dr. Edel Healy,Head of School of Health and Science.

Date: 25st November 2013

I confirm that the conditions and recommendations contained in the validation panelreport have now been met and recommend this programme to the Academic Council atDundalk Institute of Technology for ratification.

Signed on behalf of the Validation Panel

____________________________________________________Dr. Gertie Taggart, Chair.

Date: 17th December 2013.

modulePersonal Effectiveness and Team Support

Page 1 of 4

PRPF S7001: PersonalEffectiveness and TeamSupport

Module Details

Short Title: Personal Effectiveness and Team Support PENDING APPROVAL

Full Title: Personal Effectiveness and Team Support

Module Code: PRPF S7001

ECTS Credits: 5

NFQ Level: 7

Valid From: Semester 1 - 2013/14 ( September 2013 )

Module Coordinator: Breda Brennan

Module Author: Fionnuala Power

Description: This module will provide students with the knowledge and skills to work effectively both on their own and aspart of a team. They will undertake a basic piece of research into a contemporary issue in veterinary nursingand work as part of a team to devise and plan a marketing programme or client event. They will alsodevelop personal responsibility through the provision of peer support to a first year veterinary nursingstudent.

Learning Outcomes:

On successful completion of this module the learner should be able to

Demonstrate an ability to manage his/her time effectively.1.Demonstrate an ability to set personal performance targets and work towards the achievement of these targets through2.the provision of peer support to a first year colleague.Reflect upon and evaluate his/her work.3.Work effectively as part of a team to research and plan an event relating to an aspect of veterinary nursing and client4.care.Create and deliver a high standard multimedia presentation of this research.5.

ryderb

TextBox

Appendix 1


Page 2 of 4


Module Content & Assessment

Indicative Content

Setting personal goals and performance targets

Time management skills

Developing effective listening skills

Communication skills on both a one-to-one and group basis

Reflective practice and writing skills

Mentor first years in study skills, Harvard referencing and avoiding plagiarism

Compilation of advice/information sheets e.g. in relation to work placement

Team working

Integrated marketing communications

Creativity and lateral thinking

Assessment Breakdown %

Course Work 100.00%

Course Work

Type Description Outcomeaddressed

% oftotal

AssessmentDate

ReflectiveJournal

A piece of reflective writing (electronic format using Mahara e-portfolio)concerning the student's experiences in the provision of peer assistedlearning and support to a first year veterinary nursing student.

1,2,3 50.00 Week 9

GroupProject

Students will produce a communication plan to inform pet owners, thegeneral public, clients or students about an aspect of veterinary nursing orclient care. They will present their findings.

4,5 50.00 Week 12

No End of Module Formal Examination

Reassessment Requirement

No repeat examinationReassessment of this module will be offered solely on the basis of coursework and a repeat examination will not be offered.

DKIT reserves the right to alter the nature and timings of assessment


Page 3 of 4


Module Workload & Resources

Workload Full Time

Type Description Hours Frequency Average WeeklyLearner Workload

Lecture Research & preparation of marketing communicationsplan

3.00 Every Week 3.00

Lecturer-SupervisedLearning (Contact)

Peer-assisted learning and support (PALS) sessionwith first year students (for 8 weeks)


Independent Study Preparation for PALS sessions and compilation ofreflective journal


Independent Study Group project research and preparation 2.00 Every Week 2.00

Total Weekly Learner Workload 8.00

Total Weekly Contact Hours 4.00

This course has no Part Time workload.


Page 4 of 4

Resources

Recommended Book Resources

Hargie, O 2010, Skilled Interpersonal Communication: Research, Theory and Practice, 5e Ed., Routledge

Rogan, D. 2011, Marketing – An Introduction for Irish Students, 4th Ed., Gill & Macmillan, 2001, 2nd ed.

Supplementary Book Resources

Moon, J. 2004, A handbook of reflective and experiential learning: theory and practice, Routledge Falmer

Bolton, G. 2010, Reflective Practice: Writing and Professional Development, 3e Ed., SAGE

Denscombe, M. 2010, The Good Research Guide for small-scale social research projects, 4e Ed., Open University Press

Bell, J. 2010, Doing Your Research Project: A Guide for First-Time Researchers in Education, Health and Social Science, 5e Ed.,Open University Press

Belch, G.E. 2012, Advertising and promotion : an integrated marketing communications perspective, 9th Ed., McGraw-Hill/Irwin

Chris Hackley. 2010, Advertising and promotion : an integrated marketing communications approach, 2nd Ed., Sage

Other Resources

Online resource: DkIT Library 2009, Credit where Credit is Due: A guide to referencing in DkIT using the Harvard referencingsystemwww.dkit.ie

VLE: DkIT 2013, Moodle

Website: Association for Learning Development in HE 2013, Learn Higherhttp://learnhigher.ac.uk/Students.html

VLE linked: Vet Logic resources

E-Portfolio: DkIT 2013, Mahara

Link: Library Cataloguehttp://tinyurl.com/mh45947

http://courses.dkit.ie:80/curriculum/www.dkit.ie

http://learnhigher.ac.uk/Students.html

http://tinyurl.com/mh45947

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