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FdSc NURSING ASSOCIATE

COURSE HANDBOOK

March 2019

CONTENTSPage

1 WELCOME 2

2 COURSE AIMS 3

3 WHAT SHOULD I BE ABLE TO DO BY THE END OF THE COURSE? 3

4 WHAT MODULES WILL I STUDY IN THE FIRST YEAR?(STAGE 1, YEAR 1) 5

5 WHAT MODULES WILL I STUDY IN THE SECOND YEAR?(STAGE 2, YEAR 2) 10

6 LEARNING AND TEACHING STRATEGY 12

7 ASSESSMENT 15

8 STUDENT SUPPORT 19

9 COURSE SUPPORT ROLES AND RESPONSIBILITIES 20

APPENDICESAppendix 1 Assessment Schedule 22

DISCLAIMER The information contained in this handbook is, as far as possible, accurate and up to date at the time of printing. The express permission of Teesside University must be obtained to reproduce any, or all of this publication, other than for personal use or for those purposes permitted by law.

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1 WELCOME

Welcome to Teesside University, School of Health & Social Care (SOHSC), and the Foundation Degree (FdSc) Nursing Associate course. Teesside University’s FdSc Nursing Associate is an innovative work-based course. It has been developed in partnership with Health Education England North East (HEENE) and independent and NHS organisations within the region, to help meet the needs of the local nursing and care workforce. The course aims to produce caring, compassionate, competent and confident Nursing Associates at Academic Level 5 who are equipped with the knowledge and skills to work safely and effectively within the parameters of their role in a wide range of health and care settings. These settings include community, care close to home and hospital care environments.

Your Course HandbookThis handbook should be read in conjunction with the School Student Guide: http://sohsc.tees.ac.uk/sites/handbook / which provides important information relevant to all students in SOHSC and the University Student Handbook:http://www.tees.ac.uk/studenthandbook/

Overview of the Foundation Degree Nursing Associate The FdSc Nursing Associate course combines and integrates both academic and work-based learning through close collaboration between employers and University. Trainee Nursing Associates will be employed in a health or care role and will undertake a two-year course of study which incorporates Practice Placement learning, and University learning. Trainee Nursing Associates must experience placements within a variety of settings including: hospital, home, and care close to home. Your primary placement (where you are employed) will be based in one of these settings; however, you must experience at least one other placement, in each of the other areas to meet the requirements of the course. Placements will be arranged by your employer; however, you must evidence a minimum of 675 hours alternate placement by the end of the course.

Course HoursThis full-time course spans two years (104 weeks) and is divided into two stages.

Standard DeliveryThe University-based taught component of the course comprises of a two-week induction/study period followed by one day per week contact/study. From Week 3 of the course you will normally work 30 hours per week in your practice allocations.

N.B: you will negotiate annual leave with your employer. If you have taken holidays during periods of study you will be responsible for making up the learning. 2 COURSE AIMS

To develop caring, compassionate, competent and confident Nursing Associates who have knowledge and skills to work safely and effectively within the parameters of their practice in a wide range of health and social care settings.


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To prepare Nursing Associates who are able to work flexibly and effectively within multidisciplinary/multi-agency teams in order to provide, support and facilitate person-centred integrated care.

3 WHAT SHOULD I BE ABLE TO DO BY THE END OF THE COURSE?

The intended learning outcomes of the FdSc Nursing Associate course are listed here:

Personal and Transferable Skills Demonstrate self-awareness, personal effectiveness and appropriate

interpersonal skills to identify and meet own learning needs and contribute to the achievement of team and organisational goals.

Reflect and systematically analyse own performance and that of others in order to recognise and develop the skills, attitudes and behaviours that support personal and professional development and life-long learning in self and others.

Adapt interpersonal and communication skills to a range of situations, audiences and degrees of complexity.

Establish and maintain appropriate relationships within teams, communicating effectively and demonstrating the ability to proactively contribute to effective team-working and collaborative practice.

Communicate information, advice and profession-specific knowledge effectively to others.

Recognise situations likely to lead to conflict and respond appropriately to promote resolution.

Consider and analyse competing perspectives and justify decisions providing appropriate rationale.

Participate in quality assurance/governance strategies used to evaluate practice and promote service improvement.

Select and use appropriate digital tools to achieve outcomes and operate responsibly within digital environments.

Recognise factors that impact upon personal and team resilience and identify and promote strategies which enhance wellbeing.

Confidently demonstrate numeracy skills including the ability to accurately calculate, interpret and record numerical data.

Research, Knowledge and Cognitive Skills Demonstrate comprehensive understanding and critical analysis of the role of

the Nursing Associate within health and social care practice. Critically analyse and practice according to the ethical and legal

considerations and constraints specific to the Nursing Associate’s role. Critically analyse ideas, concepts and frameworks associated with holistic

perspectives of health and social care within a range of contexts. Critically analyse the determinants of health and wellbeing and approaches to

health improvement within their practice. Confidently define and critically analyse the concepts and values underpinning

person-centred care and parity of esteem.


Demonstrate a detailed knowledge of the bio/psycho/social principles underpinning the Nursing Associate’s practice.

Identify, analyse and articulate the principles underpinning leadership frameworks and effective team working.

Critically analyse the impact of local, national and international policy drivers, and evidence-based practice upon the delivery and development of health and social care provision.

Critically analyse a range of information using appropriate techniques, accurately interpreting its significance and the application of the data/evidence to practice.

Demonstrate intellectual flexibility and openness to new ideas in order to improve practice.

Utilise an evidence-based approach and employ balanced, logical and supported arguments to inform and justify decision-making.

Demonstrate research awareness and investigate strategies to promote and use research, audit and innovation to improve service user care and safety.

Demonstrate a detailed knowledge of the policies and guidelines required to safeguard individuals and families and promote public protection.

Professional Skills Demonstrate the skills, attitudes and behaviours that support and facilitate the

delivery of high quality, person-centred, holistic care. Critically analyse own values, beliefs and assumptions and those of others to

promote value-based practice. Assist in the assessment, planning, delivery and evaluation of health and

social care practice, demonstrating effective decision-making in accordance with the Nursing Associate role.

Act in accordance with the legal, professional, ethical, organisational and procedural boundaries of the Nursing Associate role.

Demonstrate safe and effective practice when working in a range of environments recognising their personal responsibility and situations which fall outside of the Nursing Associate role.

Demonstrate the ability to work effectively across organisational boundaries in a range of health and care settings.

Demonstrate inter-personal skills that promote clarity, compassion, empathy, respect and trust, and use these to develop appropriate and effective relationships with service users, their families and carers.

Communicate effectively with individuals and teams using a range of appropriate strategies in order to deliver high quality, person-centred care.

Confidently use health promotion/illness prevention strategies to maximise the health and wellbeing of individuals, families and communities across the life span.

Perform a range of clinical/practical skills consistent with the roles, responsibilities and professional values of a Nursing Associate.

Demonstrate the ability to work independently within defined parameters of practice.

Adapt own performance in situations of varying complexity and predictability acting with limited supervision and signposting appropriately.

Demonstrate the range of leadership competencies, attitudes and behaviours required of a Nursing Associate when working in the multidisciplinary team.


Demonstrate understanding of the principles underpinning duty of care, equality and diversity and the need for candour and consistently demonstrate the application of those principles.

Demonstrate understanding and application of clinical governance and risk management strategies in order to deliver safe and effective care.

Participate in the education of others and provide mentorship to support members of the integrated health and social care team.

Demonstrate the foundation knowledge of medicines and medicines management/optimisation required to correctly and safely participate in the administration of medicines in accordance with scope of practice and under the supervision of the registered nurse.

4 WHAT MODULES WILL I STUDY IN THE FIRST YEAR? (STAGE 1, YEAR 1)

The Stage 1/Year 1 Module Content and OverviewDuring this stage all of the modules are studied at Level 4.

Module FDS1043-N Learning to Learn: An Introduction to Academic Study Skills (10 Credits)

Overview This module is designed to support students who may not have studied in higher education before or who want to update their academic study skills. The module will introduce students to the range of IT resources and systems that are available to them such as e-learning@tees, online databases as well as a range of other activities related to the effective use of email, file management and the internet. It will support students to develop


Year 1: April 2018-April 2019

APRIL 2019

APRIL

2020

FDS1043-NLearning to Learn: An Introduction to Academic Study Skills (10 credits)

AHH1070-NIntroduction to Anatomy and Pathophysiology(20 credits)

AHH1067-N Introduction to the Role of the Nursing Associate (30 Credits)

AHH1068-N Fundamentals of Practice for the Nursing Associate (20 Credits)

AHH1069-N Introduction to Person-centred, Care, Knowledge and Skills for Practice (40 Credits)

mailto:e-learning@tees

the necessary IT skills to support their higher education studies, such as using email, online databases, creating and editing Word documents, file management.

Assessment An online workbook in Week 16 of the course (100%)Module Leader

Paula Shirley

Contact Details

01642 [email protected]

Module AHH1070-NAn Introduction to Anatomy and Pathophysiology (20 credits)

Overview The aim of this module is to provide students who work within a health and social care setting the opportunity to develop knowledge of human anatomy, the underlying physiology and relate this to the pathophysiology of disease.

The main focus of the module is on the concept of homeostasis and changes associated with disease. The content is delivered utilising a systems approach with the emphasis on relating pathological concepts across the body systems.

Assessment The assessment strategy for this module is a multiple choice exam (100%), exploring components of the taught sessions. This will normally be undertaken in Week 14 of the module. The assessment will require the student to answer questions in relation to the underlying anatomy and pathophysiology pertaining to body systems.

Module Leader

Graham Jones

Contact Details

[email protected] 738755

Module AHH1067-N Introduction to the Role of the Nursing Associate (30 Credits)

Overview During this module students will be facilitated to develop the knowledge and understanding of the role of the Nursing Associate informed decision-making to promote person-centred care in a diverse range of health and care settings. The learning and teaching strategy includes overall 14 face-to-face contact sessions introducing students to key theory, concepts and policy drivers relevant to contemporary health and social care.

Assessment The formative task will require the students to submit a 400-word draft plan in preparation for the summative assessment (Week 26 of the course).

Summative Assessment: requires students to produce a 3,000-word assignment. They will present a critique of the role and


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contribution of the Nursing Associate to person-centred integrated health and care (100%) to be submitted Week 38 of the course.

Module Leader

Mary Dunning

Contact Details


Module AHH1068-N Fundamentals of Practice for the Nursing Associate (20 Credits)

Overview This Level 4 module explores practice-related theory and work-based learning with emphasis on safe practice and patient safety. The module promotes the development of the student's knowledge, skills, professional conduct, values and attitudes that are relevant and important to their role as a Nursing Associate.

Assessment The summative assessment will be a 2,000-word reflection based on Domains 1-4 of the Nursing Associate Curriculum Framework.

Professional values and parameters of practice Person-centred approaches to care Delivering care Communication and interpersonal skills This reflection will be submitted at Week 43 of the course (100%).

Module Leader

Jacquie Horner

Contact Details


Module AHH1069-N Introduction to Person-centred Care, Knowledge and Skills for Practice (40 Credits)

Overview This Level 4 module enables Nursing Associate students to develop the foundation knowledge and skills required to support the delivery of person-centred, holistic care using a caring and compassionate approach across a range of settings.

The module comprises of work-based learning within their primary placement area and at least one other placement from the three training contexts (community, care close to home and hospital care environments) and University-based learning

Assessment The formative process is an online examination of numeracy skills related to practice: for example, Drug Calculations, fluid balance, BMI, NEWS, MUST scores.

The module will be summatively assessed via two components:

Component 1: 2,000-word care study submitted in Week 48




(100%).Component 2: Integrated portfolio of Essential Evidence submitted in Week 50 (Pass/Fail).

Module Leader

Debbie Gee

Contact Details




5 WHAT WILL I LEARN IN THE SECOND YEAR? (STAGE 2, YEAR 2)

The Stage 2/Year 2 Module Content and Overview:During this stage all of the modules are studied at Level 5.

Module RMH2030-N Understanding Evidence-based Practice(20 Credits)

Overview This core module is designed to enable students in Year 2 of the course to develop skills in critical analysis of research studies and to extend their knowledge and understanding of evidence-based practice. Students will develop a sound theoretical knowledge of the research methods underpinning qualitative and quantitative research studies and this will enable them to critically analyse appropriate evidence and consider its application to contemporary health care practice.

Assessment Summative assessment (100%) is a detailed critique of two research studies (4,000-word essay), one qualitative and one quantitative that the student will select from a list of suggested articles. Submitted by Week 17 of the course.

Module Leader

Vicki Russell

Contact Details


Module AHH2078-N Exploring the Role of the Nursing Associate when Caring for People with Acute and Long-term Conditions (40


Year 2: April 2018-April 2019

APRIL 2020

APRIL

20221

AHH2078-NExploring the Role of the Nursing Associate when Caring for People with Acute and Long-term Conditions(40 Credits)

RMH2030-NUnderstanding Evidence-based Practice(20 Credits)

AHH2079-N Enhancing Practice for the Nursing Associate (20 Credits)

AHH2080-N Developing the Nursing Associate’s Knowledge, Skills and Decision-making for Person-centred Care (40 Credits)

Credits)Overview This module aims to develop the students’ knowledge and

understanding of the role of the Nursing Associate while caring for service users with acute and long-term health conditions within a range of health and social care settings.

The module content will include the biopsychosocial impact of acute and long-term health conditions, and consider the care, assessment and safe management of service users within the health and social care setting. Students will develop an understanding of the principles of caring for adults and children with physical and/or mental health needs, and service users with learning disabilities.

Assessment Formative Assessment will require students to negotiate an acute or long-term condition (relevant to their area of practice) and produce a 400-word, word-processed draft plan of their assignment (Week 26 of the course).

Summative Assessment will require students to negotiate an acute or long-term condition (relevant to their area of practice) and will critically analyse the biopsychosocial impact of the condition on the service user, family, or carers, and consider the role of the Nursing Associate in the provision of safe and evidence-based care (Week 45 of the course).

Module Leader

Mel Roberts

Contact Details


Module AHH2079-N Enhancing Practice for the Nursing Associate(20 Credits)

Overview This is a work-based learning module exploring practice-related theory and work-based learning with emphasis on safe practice, patient safety and quality improvement. The module promotes the development of the student's knowledge, skills, professional conduct, values and attitudes that are relevant and important to their work-based role as a Nursing Associate.

Assessment Summative assessment will be an integrated portfolio that contains:

Summative assessment will be:

A 2,000-word reflection based on Domains 5 to 8 of the Nursing Associate Curriculum Framework and this will be submitted in Week 38 of the course.

Module Leader

Brian Stothart

Contact Details





Module AHH2080-N Developing the Nursing Associate’s Knowledge, Skills and Decision-making for Person-centred Care (40 Credits)

Overview This second year module further develops the FdSc Nursing Associate student's knowledge and skills for practice. It enables students to build upon their clinical skills base and ability to select and use best available evidence to support their decision-making in practice according to their role.

Assessment The summative assessment is a two hour short answer exam (Week 34) (100%). This will include questions relating to decision-making, person-centred care and practice-based calculations/numeracy; and achievement of the practice competencies verified by their Practice Mentor and submission of an integrated Portfolio of Evidence submitted at Week 47 (Pass/Fail).

Module Leader

Matthew Van Loo

Contact Details


6 LEARNING AND TEACHING STRATEGY

OverviewThe FdSc Nursing Associate course combines and integrates both academic and work-based learning through close collaboration between employers and University. You will be encouraged to take responsibility for your learning from the start of the course with support from the teaching team and within practice. This support will continue, however you will be required to take a more active role within the learning process as you progress through the first year. The transition from teacher/mentor-led learning to student-led will be progressive and culminate in the second year. By the end of the second stage, the course will have provided you with the opportunity to develop self-reliance and the knowledge and skills, which will enable you to facilitate the development of others through teaching, coaching, mentorship and assessment.

The course modules use a variety of learning and teaching strategies according to their aims, outcomes and focus. This diversity means that no one method predominates and students’ differing learning styles are accommodated. Central to all of the modules is the application of theory to practice and practice to theory, the delivery of high quality, person-centred care, effective decision-making and the development of Nursing Associates who are fit for purpose, practice and award. Thus they are all firmly grounded in nursing, health and social care practice and have clear links to the Nursing Associate practice competencies for the relevant stage of learning.

In order to develop increasingly higher order knowledge, skills and competency, the learning and teaching methods used within the course stages become increasingly



challenging. For example more complex concepts and scenarios are explored, self-managed learning increases and group work, presentations and personal development activities become increasingly self-directed. You are also expected to reflect upon your own learning and performance, and that of others, in an increasingly analytical and evaluative way. This is done to help you develop key skills, knowledge and understanding, personal and professional responsibility and the requirements of the award.

Methods UsedTraditional approaches such as lectures and seminars are used to introduce key themes and content. You are expected to undertake pre-reading in preparation for these sessions and actively engage in follow-up activities, where application to practice is explored. This approach is also used for keynote addresses and presentations from lead nurses from the partnership sites and service users and carers. These individuals may also participate in small group discussions. Workbooks, workshops and discussion groups are also used throughout the course.

A number of other learning and teaching methods are utilised to develop your understanding, practice knowledge, skills and competence and embed core values for practice and person-centred care. These include reflection and scenario-based skills rehearsal, experiential learning, debriefing, simulation and seminar work exploring service user journeys and their stories.

Work-based/work-related learning will reinforce the underpinning theoretical knowledge gained during taught sessions. You will be encouraged to take part in inter-professional learning activities within work-based settings in order to facilitate inter-professional working. Throughout the course the application of theory within practice and practice within theory is explored and promoted. Self and peer assessment is also used to facilitate your learning and development and support.

E-learningThe use of digital technology in the academic setting and in the workplace has increased dramatically over recent years. In order to support the development of the requisite skills needed to access appropriate learning resources and work in a contemporary health care setting, e-learning is used throughout the course.

It is important to recognise that the use of technology to support learning is used in a judicious way and at appropriate points throughout the course. The pedagogy that underpins its use recognises the need to develop a range of skills that will facilitate independent learning, which is learner focused and enables you to develop yourself and your skills for practice. As part of the Learning to Learn: An Introduction to Academic Study Skills module you will complete the NHS ELITE IT Skills Portfolio.

All of the modules in the course are supported through the University Virtual Learning Environment (VLE) (also referred to as e-learning@tees). Each module site includes Module Guides, timetables, lecture notes, suggested reading materials and guidance for self-directed study. These facilities enable you to prepare for sessions appropriately, and develop key academic and clinical skills. There are also links to ICT simulations and other web-based interactive activities within the module sites such as multiple choice questionnaire (MCQ) tests for Drug Calculations and


physiology teaching packages. Podcasts and other innovative learning and teaching approaches are also used.Developing Reflective PracticeReflection and reflective practice play a central role within the course’s learning and teaching strategies. You are introduced to the concept and reflective models within the first practice module and reflective skills are then developed throughout the course. These are enhanced through activities designed to develop self-awareness and understanding of personal beliefs and values, and reflection upon practice. Activities such as these facilitate the development of your leadership skills, personal effectiveness and emotional intelligence. Competencies and benchmarks within the Practice Portfolios ensure that these are applied and utilised within the practice environment, and linked to effective and efficient care delivery and resource management.

Scenario-based Learning and Enquiry-based ApproachesCase studies and scenarios are used to explore service user care and develop your enquiry skills. These “triggers” will be based upon service user care pathways and reflect the reality of practice. Some will be written in partnership with lead nurses from the local NHS and independent provider sites, thereby ensuring that current themes and concerns are embedded within your learning experience.

Case study and scenario work encourages you to problem-solve creatively in a safe environment and where these are undertaken by a group of students, work together as a team. Researching solutions and presenting findings provides important practice in presentation skills and decision-making, and also enables you to think about real world application. Self and peer assessment is used to aid the reflective process and allow you to identify shortfalls in your knowledge and skills, and produce Action Plans to address deficits.

Work-based Learning and Practice SimulationWork-based and work-related learning are a strong feature of the course and you will be supported with this learning by your Practice Mentors and supervisors. You will be supported in identifying your own learning needs in relation to the skills and competencies required in your work role. This will be via the use of learning tools such as Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis and Learning Contracts. The Practice Portfolio will support your learning in practice and enable you to record and reflect upon your achievements and feedback.

You will engage in scenario-based skills rehearsal as part of the practice modules each year. This will help develop your confidence and enable you to rehearse skills in a protected environment. Pre-reading will be used to develop your knowledge base and understanding of the evidence underpinning practice and post-activity reflection and seminars to promote continuing learning and development. The simulation sessions will include sessions relating to medicines management and optimisation.

Learning and Teaching in the Practice SettingYou will be employed in a health or care role and will undertake a two-year course of study which incorporates Practice Placement learning, and University learning. You must experience placements within a variety of settings including: hospital, home,


and care close to home. Your primary placement (where you are employed) will be based in one of these settings; however, you must experience at least one other placement, in each of the other areas to meet the requirements of the course. Placements will be arranged by your employer; however, you must evidence a minimum 675 hours alternate placement by the end of the course.

7 ASSESSMENT

A variety of assessment methods are used within the course modules, which is reflective of the aims of the curriculum. The range of formative and summative assessment approaches have been selected and designed to assess your academic ability, achievement of stage and course outcomes, and practice competence. Formative assessments are used to help you prepare for the summative assessment in each module and give you feedback on your development. The summative assessment is the assessment which will determine whether you have passed the module.

The assessment strategy complements the course’s learning and teaching strategy, encouraging increased autonomy and creativity as you move from dependent learning in Stage 1, to independent learning at the end of Stage 2. Formative assessment processes are utilised to provide you with ongoing, timely and constructive feedback to facilitate progression.

The diversity of assessments considers a variety of learning styles including care studies, short answer examination, portfolio, reflection, online workbooks and assignments. We have considered your workload, and the timing of the assessments has been staggered as far as possible to avoid bottlenecks.

We will provide you with written assignment feedback indicating areas of strength and weaknesses following submission of your work, and you are encouraged to discuss your feedback with your tutor for the purpose of future development. All written feedback is accessible via the Student Intranet, including unratified feedback (results pending ratification at the Assessment Board). Further information regarding assessment can be found in the School Student Guide. In order to pass the module assignments you must meet the assessment criteria in addition to meeting the required academic level. The pass mark for most pieces of work is 40%.

Assessment and Practice ModulesYou must demonstrate achievement of all the practice module competencies and underpinning knowledge through the submission of a Portfolio of Evidence at the designated assessment point in order to pass the practice module assessment. You must meet all practice competencies (verified by your Practice Mentor), and submit all required Essential Evidence to be awarded a pass mark.

If you do not pass one or more practice competencies (as verified by your Practice Mentor) you will be awarded a “refer” and will be given written feedback on the quality of your portfolio evidence. You will normally be offered one further attempt to pass your competencies, following a further four weeks’ practice experience. The Assessment of Practice Competencies/Placements


You may normally be offered a first attempt and reassessment only.

Reassessment in practice will normally be offered in practice on a maximum of two occasions for the duration of the course. If you refer on a third occasion, you will normally be discontinued from the course.

Apprenticeship Requirements

Annual ReviewsThree annual reviews will be conducted in each year of the course. These reviews will involve the Trainee Nursing Associate, employer and university representative. These reviews will provide students with feedback on their progress, and allow opportunity to offer support where necessary. These reviews will normally take place between Weeks 1-12, 20-32, and 40-52 in each year of the course.

End Point AssessmentOn completion of the Level 5 foundation degree, you will be required to complete, and successfully pass an End Point Assessment to be awarded the apprenticeship certificate. The End Point Assessment will be carried out by an assessment organisation, registered on the Register of Assessment Training Providers, as agreed between the Employer and the University. The purpose of the end-point assessment is to test the values, skills, knowledge and behaviours of the apprentice as set out in the apprenticeship standard and to confirm that the apprentice is occupationally competent (Nursing Associate Apprenticeship Standard, 2017). The End Point Assessment will comprise observation in practice, including questions and answer (where necessary), and a professional discussion via the use of scenarios. The End Point Assessment will follow the National agreed apprenticeship standard (ST0508).

Before going forward for End Point Assessment, the apprentice must have completed:

A Level 5 regulated qualification such as a Foundation Degree or Level 5 Diploma of Higher Education delivered by an institution approved by the Nursing and Midwifery Council to provide pre-registration nursing.

The Nursing Associate apprentice must meet the 15 standards as set out in the Care Certificate, prior to taking their end point assessment

Level 2 Maths and English - The Apprentice will also have to have evidence that English and Maths have been achieved at a minimum of Level 2 and verified by the assessment organisation prior to going forward for End Point Assessment even where these qualifications are a condition of entry to the apprenticeship

Judgement on whether the Apprentice is ready for the End Point Assessment is taken by the employer who may gather views from the training provider and the apprentice to inform this decision. Apprentices should not be put forward for the End Point Assessment before they are ready.


External Examining Students often ask questions about how we know that their degree is broadly of the same standard as degrees awarded for similar courses by other universities. In the UK we have a system called External Examining which is one of several ways that we confirm that standards are met. An External Examiner is generally an experienced lecturer from another University/Higher Education Institution, who offers an independent view as to whether the work of students on the course is of the correct standard. The External Examiner does this by looking at a sample of work (e.g. assignments, exam answers, dissertations), discussing the work with your lecturers and normally attending the assessment boards to endorse results. They then produce an annual report which highlights any good practice they have seen and allows them to report any concerns they may have. They also confirm in their Report that academic standards and achievement are comparable with the UK Higher Education sector. The External Examiners’ reports are made available to students via the ‘courses’ tab in e-vision and are also considered annually at relevant Course Boards. The main External Examiner for your course is Elaine Hughes and she works at Edge Hill University. Sometimes, your modules may have a different External Examiner and your Module Leader can provide details on request. Please note that students are not permitted to contact External Examiners directly and External Examiners will not respond to any communication from individual students. If you have any concerns about your course then please speak to your Course Leader.

Compensatable Modules

Year 1Two Modules are compensable in Year 1:

Learning to Learn: An Introduction to Academic Study Skills (10 credits) Introduction to Anatomy and Pathophysiology (20 credits)

N.B Students can only be compensated on a maximum of 20 credits per stage of the course (no more than 20 credits in Year 1)

Year 2 Understanding Evidence-based Practice (20 credits).

All other modules in the course are non-compensatable, this means you are required to pass all non-compensatable modules to progress on the course.

For further guidance, please refer to the student e-directory, Assessment, Award and Progression Regulations for Undergraduate Courses.

Assessment and Hand-in datesThe assessment schedule can be found in Appendix 1. You must familiarise yourself with the formative and summative requirements for each module, and use the study time included within the course stages in a co-ordinated way. This will help


you plan your learning and work on assignments/prepare for exams in a structured way. If you are having difficulty doing this please speak to your Personal Tutor. You can also access the Learning Hub within the Library for additional advice and support.

Student FeedbackThe School of Health & Social Care relies on student feedback as a key method of assuring and enhancing the quality of its learning and teaching. Your feedback is very important to us and we will invite you to give constructive feedback on your learning experiences both formally and informally at various points in your course of study, for example by evaluating your University teaching during and at the end of each module.

You will also be given feedback from your course team and Personal Tutor and we expect you to take note of and act upon feedback received.

Please note, that feedback is not limited to comments on your assessed work, though of course you will receive feedback on this. It also includes feedback on your ongoing progress on the module, as well as actions that have been taken as a result of your evaluation of your course of study, and actions taken as a result of the evaluations made by previous student cohorts.

The following table gives you an overview of when and how you will contribute to and receive feedback.

8 STUDENT SUPPORT

A comprehensive system of support is available to you throughout the course. The key features of this are identified below:

Student RepresentationA student representative will be identified by the cohort in the induction period and given information on how to access and communicate with them. Your student representative will attend Course Boards twice per year and raise issues of concern and identify areas of good practice within the course. Student representatives are also encouraged as far as possible to attend relevant employer steering group meetings to represent the students’ interests to the employers.

The Personal TutorA Personal Tutor is allocated to you during induction week. They will be a Lecturer, Senior Lecturer, or Principal Lecturer within the School and are available to provide support and guidance to you throughout the course. You are expected to have contact with your Personal Tutor at least three times per year.

Practice SupportDuring the practice-based element of the course you will be supported by a Practice Mentor. The Practice Mentor will be a registered nurse in the student’s primary placement area. They will work with you at least once per week during the allocation within the primary allocation. You will also work alongside other members of the


care and support team identified by your Mentors and the Placement Manager to support the development of different skills sets. During your placement experiences outside of your primary area, you will be allocated a Mentor who will support your development and provide feedback on your achievements and progress.

The Course Virtual Learning Environment (VLE)The course has a designated VLE (found at e-learning@tees). This provides information about the course and includes discussion boards, which you can use to contact peers and the course team. Please note, that information regarding any changes to scheduled sessions, invitations to take part in placement-based activities and messages are posted on this site. Each of the modules within the course also has a designated VLE site.

Student AttendanceYou are expected to inform the Student Records Office when you are absent from theory or practice. If the absence is supported by a doctor’s note, the note should be sent or given to the Student Records Office as soon as possible after the period of sick leave commences. If you are absent during a placement allocation you should inform both the School of Health & Social Care Student Records Office and the practice staff in your placement area. If necessary, someone may telephone on your behalf.

Within practice allocations, you must complete timesheets. All sickness and absence will be recorded on these timesheets, as well as duty rota (in hours), and total number of days lost. Please ensure transparency when completing timesheets so we can see how these hours are met. The recording of attendance whilst on placement is your responsibility.

The LibraryLibrary & Information Services seeks to provide a high quality service based upon an extensive collection of electronic and print resources, inspiring spaces for learning (from social to silent study) and support from qualified staff at both the Middlesbrough and Darlington sites. The Learning Hub offers guidance to you on developing your skills as independent learners. Guidance is available on a wide variety of academic skills, for example literature searching, referencing, writing and maths. For further information see http://lis.tees.ac.uk

9 COURSE SUPPORT ROLES AND RESPONSIBILITIES

Course LeaderThe Course Leader co-ordinates the day-to-day running of your course and monitors progress. Your Course Leader is Matthew van Loo. He can be contacted on 01642 738405 or [email protected]

Personal TutorA Personal Tutor is allocated to you during induction week. They will be a Lecturer, Senior Lecturer, or Principal Lecturer within the School and are available to provide support and guidance to you throughout the course. You are expected to have contact with your Personal Tutor at least four times per year.



http://lis.tees.ac.uk/

Module Leader/TeacherThe Module Leader is responsible for managing the individual module learning experience. They or a member of the module team will provide individual and/or group tutorials and assignment feedback relevant to their module.

Module GuidesDetailed guidance about modules, timetabling and assessments is included within Module Guides, which will be provided to you by the Module Leader.

Support for Students with Disabilities/Specific Educational NeedsIf you have concerns about your specific needs and your ability to access module learning in either theory or practice, you are advised to discuss these with the relevant module tutor and contact the School’s Disability Co-ordinators.


APPENDIX 1

Module NameFormative

Assessment Type and Week of Completion

Summative Assessment Type and Week of Submission

YEAR 1AHH1070-NIntroduction to Anatomy and Pathophysiology(20 Credits)

The Virtual Learning Environment (VLE) e-learning@tees will support the student's learning with a variety of distance-learning resources such as quizzes, workbooks and videos. These will be focused on two main areas; normal anatomy and physiology and the pathophysiology of disease.

Multiple Choice Question Exam (100%)

The summative assessment is a two-hour unseen exam comprising of 50 multiple choice questions, based on the taught component of the module.

The exam will be week 14

AHH1068NFundamentals of Practice for the Nursing Associate (20 Credits)

Group activities and discussions will be used during seminar and tutorials to support the student

The summative assessment is a 2,000-word reflection based upon Domains 1-4 of the Nursing Associate Curriculum Framework submitted at Week 43 (100%)

FDS1043-NLearning to Learn: An Introduction to Academic Study Skills (10 Credits)

Formative feedback given verbally at each taught session

An online workbook in Week 16 of the course (100%)

AHH1069-NIntroduction to Person-centred, Care, Knowledge and Skills for the Nursing Associate (40 Credits)

Online exam of numeracy skills related to practice for example Drug Calculations, fluid balance, BMI, NEWS, MUST

The summative assessment is an integrated Portfolio of Evidence comprising of a 2,000-word care study (100%) submitted at Week 48 and evidence of achievement of the practice competencies verified by the student’s Practice


Assessment Schedule



Mentor.

Submission of the final Portfolio is Week 50 (Pass/Fail)

AHH1067-N Introduction to the Role of the Nursing Associate(30 Credits)

400-word draft plan for the assignment Week 7 of the module Week 26 of the course

3,000-word assignment: critique the role and contribution of the Nursing Associate to person-centred integrated health and care.

Submitted Week 38 of the course (100%)

YEAR 2AHH2078-N Exploring the Role of the Nursing Associate when Caring for People with Acute and Long-term Conditions (40 Credits)

Students will negotiate an acute or long-term condition (relevant to their area of practice) and produce a 400-word processed draft plan of their assignment. Week 26 of the course.

4,000-word assignment. Students will negotiate an acute or long-term condition (relevant to their area of practice) and will critically analyse the biopsychosocial impact of the condition on the service user, family, or carers, and consider the role of the Nursing Associate in promoting person-centred care.

Submitted Week 45 (100%) AHH2079-N Enhancing Practice for the Nursing Associate (20 Credits)

Group activities and discussions will be used during seminar and tutorials to support the student

Summative assessment is a 2,000-word reflection based on Domains 5 to 8 of the Nursing Associate Curriculum Framework.

Submitted Week 38 (100%)RMH2030-N Understanding Evidence-based Practice(20 Credits)

Formative feedback will be available throughout the module through review activities and class discussion

A detailed 4,000-word critique of two research studies, one qualitative and one quantitative that the student will select from a list of suggested articles.

Submitted Week 17 (100%)AHH2080-N Developing the Nursing Associate’s Knowledge, Skills and Decision-making for Person-centred Care (40 Credits)

Mock exam in week 23 The summative assessment is an integrated Portfolio of Evidence comprising of evidence of a pass grade in a two and a half hour short answer decision-making exam (Week 34) (100%) and evidence of achievement of the practice competencies verified by the student’s Practice Mentor.


Submitted Week 47 (Pass/Fail)


sohsc.tees.ac.uk · web viewsummative assessment (100%) is a detailed critique of two research...

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