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STUDENT PROGRAMME HANDBOOK2018/2019
Faculty of Health and WellbeingSchool of Nursing, Midwifery and Social Work
Foundation Degree in Health and Care
STUDENT PROGRAMME HANDBOOK 2016/2017
This handbook sets out a range of information and, where applicable, points to a number of other important documents to help support you through your studies at the University.
The purpose of this handbook is to provide information about your programme of study. This should be read in conjunction with ‘My Essential Information’, which sets out general information relevant to all students at the University.
This information is designed to support you throughout your studies and it is important to familiarise yourself with all the contents of both this handbook and ‘My Essential
YOUR PROGRAMMEHANDBOOK
IF YOU FIND THAT YOU HAVE ANY QUERIES AFTER READING THIS GUIDE, PLEASE CONTACT EITHER YOUR PROGRAMME DIRECTOR (FOR PROGRAMME SPECIFIC QUERIES) OR THE I-ZONE FOR ANY OTHER QUERIES:
[email protected] 782222
STUDENT PROGRAMME HANDBOOK 2016/2017
If you have any suggestions for how this handbook may be improved for future students, please email your suggestion to: [email protected]
ContentsWELCOME FROM THE PROGRAMME DIRECTOR..................................................................5PROGRAMME OVERVIEW....................................................................................................6KEY STAFF AND CONTACT DETAILS....................................................................................6KEY DATES AND TIMETABLING...........................................................................................7MODULES........................................................................................................................... 8TEACHING AND LEARNING..................................................................................................8ASSESSMENT...................................................................................................................... 8
Confidentiality in Academic Work....................................................................................9Turnitin............................................................................................................................ 9Submission of work.........................................................................................................9Marking of Assignments..................................................................................................9Feedback......................................................................................................................... 9Requirements to Pass a Module....................................................................................10Late Submission............................................................................................................10Reassessment...............................................................................................................10Reassessment Dates.....................................................................................................10Examinations................................................................................................................. 10
PERSONAL ACADEMIC TUTORING.....................................................................................11REGULATORY ARRANGEMENTS........................................................................................11EXTERNAL EXAMINER.......................................................................................................11WORK-BASED LEARNING..................................................................................................12
Learning within your own place of work........................................................................12External Placements......................................................................................................12
Appendix 1: Front Sheet...................................................................................................13
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WELCOME FROM THE PROGRAMME DIRECTORYou have chosen to study for a Foundation Degree in the Faculty of Health and Wellbeing at Canterbury Christ Church University. This guide has been developed to introduce you to all aspects of the Foundation Degree, including information about the many learning opportunities available at the University. It also reinforces our central aim to create a stimulating learning environment within which you can explore, learn and develop as competent and sustainable professional practitioners.
As Programme Director I would like to wish you every success whilst studying at the University. The academic team and I are here to offer you individual advice and support on any relevant matter and I hope you will make use of this service. The information contained within this handbook is vital for successful completion of your studies so please read it carefully and seek clarification if required. I wish you well in your studies.
Chloe GriggsProgramme Director – Foundation Degree in Health and Care
PROGRAMME OVERVIEW1 General introduction to the programmeThis Foundation Degree in Health and Care (FD HC) has been designed in partnership with local employers and current students to address the education and development needs of the associate (non-registered) workforce.
Consequently, within the FD HC core modules (undertaken by all students) are worth 80 credits (4 modules at each level) and focus on learning for work while the remaining 40 credits, at each level, represents learning at and through work. This approach ensures that the workplace is integral to your learning as you apply new knowledge, skills and behaviours competently and confidently at a higher level through the delivery of safe, effective and sustainable evidence-based care. At the same time the programme’s curriculum recognises the changing landscape of care delivery, an ever growing ageing population with people experiencing multiple conditions and a growth in long-term conditions such as diabetes, stroke and dementia. Changes in models of service delivery and the relationship between service users and health and care professionals has been recognised through an emphasis on illness prevention and health promotion and working as partners in care. The increase of care delivered outside hospitals has resulted in greater integration between health and care and the need for greater inter-agency
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working. Greater use of technology demands a workforce who are skilled and confident in the use of new technologies.
The design of the programme has taken into account the knowledge, skills and attributes required for the future associate workforce. In particular, this programme enables you to combine academic and professional work and recognizes the importance of developing evidence-based practice. The programme embraces the values of the University as it supports the development of the whole person, respecting and nurturing the inherent dignity and potential of each individual.
2 What are the aims of the programme?The programme is designed to equip those working in a non-registered capacity, in the health and care sector, with the knowledge, skills and attributes to work at a higher level. The programme will support you to become a compassionate, competent, confident and environmentally responsible practitioner through promoting reflection and reflexivity, independence and a critical awareness of your role boundaries. This will allow you to identify goals, engage in self-directed learning and achieve competence in the provision of holistic, safe, effective evidence-based care within the parameters of your practice.
3 What should you achieve at the end of the programme?Successful completion of the programme will allow you to receive a Foundation Degree and apply to work in a new role, for example as a nursing associate or assistant practitioner depending on the pathway that you have undertaken.
On successful completion of the Nursing Associate pathway, you will be able to demonstrate:
1. Knowledge and critical understanding of the established principles in their field of study, and understanding the limitations of their knowledge;
2. Knowledge of the main methods of enquiry in the subject and the ability to use established techniques to undertake critical analysis of information in order to propose solutions;
3. The ability to evaluate critically the appropriateness of different approaches to solving problems and to apply these to the work context;
4. Effective communication skills in a variety of forms and for a range of audiences;5. The ability to apply their knowledge and skills to new situations, including in the
workplace.
If you successfully complete one year of the programme and are unable to complete the programme with a Certificate of Higher Education Health and Care, you will be able to:
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1. Demonstrate knowledge of the essential concepts, principles and assumptions associated with the delivery of health and care;
2. Present, evaluate, and interpret a variety of evidence or data, generated by work-based evidence and explored through reading and study appropriate to their place of work;
3. Apply reflective practice and knowledge of working in the health and care sector related to their role in the workplace;
4. Develop lines of argument and make sound judgements in accordance with the basic theories and concepts associated with the study of health and care;
5. Demonstrate the qualities and key skills necessary for employment requiring the exercise of some personal responsibility for others within their place of work.
4 What will you study?The FD HC has been designed around an integration of theory and work-based learning, gained at both university and work. The programme consists of core modules where you come together with other students to learn shared theory in an interprofessional environment; and pathway or workplace specific modules for example Learning at Work (Nursing Associate) which develops your knowledge and skills relevant to your place of work or role development. Your journey starts in year one where you will begin to develop and enhance some of the fundamental skills and knowledge required for personal and professional advancement. During year one you will participate in four core modules (20 credits each, 80 credits in total) which will facilitate the development of fundamental knowledge across the health and care sector. The programme commences with an induction which encompasses both an induction to academic and work-based learning, including an overview of external placements for those on the Nursing Associate pathway. The first module, Lifelong Learning, prepares you for your journey into and through Higher Education. Other core modules will introduce core theme such as person-centred care, health promotion, human development through the life span, anatomy and physiology. Connecting the themes to ensure a holistic practitioner is the concept of sustainable development which is defined by Bruntland (1987) as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’.The pathway specific module/s allow you to apply theoretical knowledge to practical experience in the workplace and to reflect on practice experiences. This provides you with the opportunity to consider how to further develop your knowledge and competence as you engage in transformative learning and take responsibility for your own learning and development. Negotiating Learning is a 20 credit module accessed by those on the generic pathway (you will need to complete two of these modules) and Learning at Work (Nursing Associate) is a 40 credit module on the Nursing Associate pathway.
Those on the Nursing Associate pathway will spend 337.5 hours per year (675 hours across the programme) in an external placement setting outside of your normal place of work. There will be three-15 week external placements which will be at home, close to home and in hospital. During your placement experience you will have opportunities to gain an understanding of a range of services (please see appendix). You will have an identified supervisor for your 15-week external placement who will support your learning experience.
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Those on the generic Foundation Degree will complete two negotiated modules each year which will allow you to focus you learning to your role in the workplace.
A personal development log, accessed via the virtual learning environment (VLE), will provide you with the space to engage in action plans and reflective summaries. Action learning sets and personal tutorials will allow you to make sense of your learning and development and application to your workplace.
Year two aims to build on previously acquired knowledge, skills and behaviours through four core modules. These modules will focus on vari-ability including care management, collaborative working, facilitation of others and service improvement. As with year one, you will complete pathway specific module/s (Learning for Work or Negotiated Learning) to continue the development of your clinical skills and underpinning knowledge as you journey to being a competent, confident, self-regulative practitioner.
5 How will you be taught?Learning, teaching and assessment is heavily orientated towards work-based learning where knowledge gained is applied your role in the workplace and reflection and evaluation further enhances practice.
The emphasis of the teaching throughout the programme is centred on the programme’s aim to support you to become a compassionate, competent, confident and responsible practitioner who is able to identify goals, engage in self-directed learning and achieve competence in the provision of holistic, safe, effective evidence-based care. You will be able to practice safely and effectively within the parameters of your practice, demonstrating appropriate values and behaviours in a range of health and care settings.
A blend of face-to-face and online activities has been purposively chosen to meet the modules learning outcomes and to provide a connectedness between university and work-based learning. For example, core information may be provided via narrated PowerPoint presentations, suggested readings and learning activities while learning at university will encompass action learning sets, formative peer-feedback and student-centric activities which fuse theoretical and practical knowledge. The number of face-to-face days for academic direction will normally be five per 20 credit module and in general academic direction will incorporate face-to-face, directed and on-line activities. Importantly face-to-face facilitates active learning and enhanced engagement in work-based learning as you value and accredit the knowledge and skills which have been learnt through the medium of work. This allows you to demonstrate knowledge and skill development relevant to your work and enables you to enhance practice and consider new ways of working.
Directed learning is a significant aspect of all modules and an important process to enhance and supplement learning. You are encouraged to reflect on the classroom teaching and carry out structured activities to reinforce, consolidate and revise learning. Self-directed learning is less structured and encourages autonomy and independent
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learning and can be enhanced by the use of the e-library where you will have access to online journals and books.
Core modules, where all students come together, provide the opportunity for interprofessional learning and the building of learning communities. To build on the interprofessional skills, problem-solving will be a consistent feature. The use of service-user case studies and scenarios will test understanding of the topic and elicit appropriate judgements, behaviours and actions. This approach will also contribute to your journey to self-regulative practitioner able to contextualise learning to the context of care delivery.
The work-based modules will allow you to develop the ability to question, listen, discuss and participate in more depth, allowing opportunity to practise different types of communication skills. The work-based modules will utilise simulation so that role play and peer observation can occur. This allows you to practise new skills in the safety of the learning environment which can then be safely transferred into work-based learning. Application of learning to practice will also be achieved in a number of ways, via group discussions and debate, service-user vignettes and case studies.
6 How will you be assessed?The assessment methods within the programme aim to provide a range of opportunities for you to demonstrate and enhance your abilities. As such the range of assessments accommodates a broad range of learning styles and includes activities which are useful for future use in the workplace (such as the creation of posters, documenting reflections, open book examinations, teaching sessions and giving presentations). Formative assessment is a key and on-going part of student-centred learning and so plays a fundamental part in academic and work-based learning activities. To support the development of your summative assessment a range of formative opportunities will be provided i.e. peer feedback, small group discussions, comments on a draft script and presentations. This approach will allow you to develop the skill of providing constructive feedback, to share knowledge and to critique your learning.
7 What are the entry requirements?Those wishing to access the Foundation Degree must:
Be employed for at least six months in a role in the health and care sector delivering care to enable them to meet the work-based learning outcomes;
Have certified evidence of level 2 Maths and English, or equivalence; Have the support of their employer who will sign the application form.
8 How should you apply and how will you be selected?
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You will apply via your employer.
If you meet the entry requirements and indicate consistency with the values identified in the NHS constitution required in your statement you will be invited to attend a selection day. There will be opportunities for you to seek advice from employers or the programme team as to the requirements of the application process and the purpose of the selection day.
The selection day aims to support you and you will be informed of the day’s agenda in advance. Those invited to a selection day will participate in a number of activities in order to judge your suitability. You will be required to sit a diagnostic assessment in both literacy and numeracy, so that support needs can be recognised early, appropriate adjustments are made for candidates who declare a disability. A group discussion/activity will provide the opportunity to explore your communication skills, team working and your values. In addition, you will undergo individual interviews conducted by members of the programme team and stakeholders.
9 Where will you be taught?Cohorts will be delivered at either our Canterbury or Medway campus. You will be allocated a campus close to your home address.
Those accessing the nursing associate pathway will need to complete external placements across the spectrum of health and care. Your external placements will be allocated by our Practice Learning Unit and will be outside of the area of your place of work. You will be required to travel to access your placements to enable you to experience an appropriate range of placement experiences.
10 How long will you normally need to study to complete this programme?The Foundation Degree is a full-time two-year programme. Your programme may be extended should you require reassessment in any module assessment or ‘catch-up’ any missed placement hours.
11 Does the programme feature progression between levels or stages, and if so, what will you need to achieve to progress from one level or stage to the next?On successful completion of level 4 assessments you will be able to progress to level 5.
12 What will you need to achieve in order to graduate and how will your overall grade be calculated?In order to graduate you will need to pass all theory and practice assessments. Those completing the nursing associate pathway will need to complete the required external placement hours (675 hours over the two years).
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Your classification will be based on the 80 credits from the core modules.
13 Are there any external bodies involved in the development and approval of the programme?
There are no requirements for external bodies to be involved in the development and approval of this programme. However, the NMC will retrospectively approve your qualification to allow you to enter the register.
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KEY STAFF AND CONTACT DETAILSName Role Tel: e-mail
Chloe Griggs
Programme Director
01227 767700Ext: 2029
Jessica Johns
Programme Administrator
01227 782418
Caroline Tupper
Registry Assistant [email protected]
Karen Foord Senior Lecturer 01634 894513
Colin Johnson
Senior Lecturer 01227 767700 Ext 2026
David Bedford
Subject Librarian, Health and Social Care – Medway
01634 883278
University Switchboard
01227 767700
KEY DATES AND TIMETABLINGAt University we tend to use an ‘academic year’ not a calendar year. The ‘academic year’ tends to start in September and finish in the summer – much like school. Within the academic year we divide it down into sessions with a short break at Christmas, Easter and over the summer. Sadly, we don’t break for half-terms.
Your academic timetable is available to view at any time via the ‘University Calendar’ tab on the online student portal.
‘University Calendar’ displays your next two programme-related appointments. Any changes or cancellations will be reflected here, so please take time to review your University Calendar regularly. To access your full calendar (to which you can add other activities personal to you), simply click on an appointment or the ‘My calendar’ link.
A ‘lite’ version of My University Calendar is available via the University Calendar tab on the Canterbury Christ Church mobile app.
Additionally, you can visit OnTime (the timetabling and rooming section of the CCCU website at https://ontime.canterbury.ac.uk/), select ‘View timetables’ and then choose
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the module or programme and dates you want to view. (If you see a choice of tabs, make sure you click on 2016/17.) Please be aware that changes or cancellations can occasionally occur, so check back regularly.
Timetable information may also be posted by your programme team via the Virtual Learning Environment.
If you have any issues with your personalised timetable, please report them to the i-zone. The Timetabling and Rooming Office aims to resolve queries in three working days.
MODULES
Year 1 Core Modules:Lifelong Learning: the aim of this module is to equip students with the necessary skills to be a lifelong learner.Partners in Care: the aim of this module is to enable students to recognise their role as a partner in care and how this can be adapted to the care context.Anatomy and Physiology: the aim of this module is to develop knowledge and understanding of healthy human anatomy and physiology.Health and Wellbeing Across the Lifespan: the aim of this module is to develop knowledge and understanding of the factors that influence health and wellbeing across the lifespan.Year 1 Work-Based Modules:Learning for Work 1 (Nursing Associate): the aim of this module is to equip the student with the theoretical knowledge, practical skills and attitudes and behaviours required to perform fundamental clinical cores skills as a Nursing Associate in a range of settings.
Year 2 Core Modules:Working with Others: the module aims to explore the student’s role within their team, the role of their team in the wider health care economy and the facilitation of others and their learning.Transforming Practice: The aim of this module is to equip students with understanding necessary to apply evidence -based practice through identifying areas for service improvement, to develop sustainable solutions and proposals for change. Vari-Ability: from birth to young adulthood (part 1): the aim of the module is to explore vari-ability across the life-stages. Part 1 will examine the impact of disease, chronic condition and disability from birth to young adulthood.
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Vari-Ability: from adulthood to the older adult (part 2): the aim of the module is to explore vari-ability across the life-stages. Part 2 will examine disease, chronic condition and disability from adulthood to the older adult.Year 2 Work-Based Modules:Learning for Work 2 (Nursing Associate): the aim of this module is to equip the student with the theoretical knowledge, core skills and attitudes and behaviours required to perform more complex clinical practice as a Nursing Associate in a range of settings.
ASSESSMENTThis will contain information on assignment topics, guidelines for submission of work and information on the assessment criteria which will be used for that module. Presentation of work should follow these broad guidelines:
• Work must be word-processed. Students are advised to use a current version of Microsoft Word as this ensures compatibility with University systems using a standard font such as Ariel in size 12.• All assessed work must have a front sheet (Appendix 1). Complete all the details on the front sheet – not completing all the details could result in a failure through non-submission as your assignment will not be logged in correctly. Late-submission of work will incur a penalty as detailed on Pg 10.• Care should be taken over presentation of work; this includes grammar, spelling and punctuation. Make sure each page is numbered electronically at the bottom of the page on the right hand-side.• The number of words of each piece of work must be indicated on the front sheet. It should be noted that students will be penalised for more than 10% deviation from the required word limit. Any excess may be disregarded according to the University’s Coursework and Examinations Regulations.• It is important that you always keep a copy of the work you submit. This will help you to create a personal portfolio.• All work is submitted electronically through Turnitin. We do not accept any paper submissions.• The PAD and OAR is submitted as a hard copy at the end of each academic year. Keep regular photocopies of these documents as they are completed, just in case you lose or damage it. • You should always save your work in 2 places, ideally on your personal computer at home along with a back-up on a memory stick. Loss of work due to equipment failure can be very upsetting therefore make sure you have your work backed up in more than one place.
Confidentiality in Academic WorkIt is vital that you maintain the anonymity of all patients, clients, staff and organisations in your academic work. The University and the Faculty of Health and Wellbeing regard breaches of confidentiality as a very serious matter. Students are expected to abide by relevant Codes of Practice and maintain appropriate levels of confidentiality at all times. Breaches of patient/client/staff confidentiality at level 4 will result in a warning or at level 5 will result in a mark of zero and subsequent requirement for resubmission.
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TurnitinTurnitin is the software used by the University that has three functions: 1. Turnitin allows you to submit your essays electronically. This is part of the University’s sustainability policy to reduce the amount of paper used and also the printing costs to students. Electronic submission is quick and simple; you will be given a demonstration on using the software once you have started the programme. 2. Originality checking allows your work to be compared to a large database of online resources, journal articles, e-books and other students work. The purpose is to tell you how much of the essay is original and how much matches other sources. The originality check function can be used before the final submission of your work to enable you to paraphrase (put into your own words) and reference correctly.3. The third function is ‘Grademark’ which is a system that allows your tutor to mark your essay and give you feedback electronically. Tutors can make annotations on the text (to highlight something you have done very well or perhaps something that needs to be improved), they can write general comments and they can also highlight a grid so you can see how you scored in different assessment criteria.
Submission of workElectronic copies of assignments need to be submitted NO LATER THAN 2.00pm on the submission date. It is strongly advised to submit work through Turnitin early in the day or even the day before, that way if you have any technical problems you will still have time to contact your module tutor for technical support.
Marking of AssignmentsYour work will be marked using the appropriate criteria which will be included in your module handbook. Provisional marks with written feedback will usually be communicated to you three weeks after the submission date. You are welcome to discuss the feedback with the module leader.
A sample of all work will be second marked by another lecturer at CCCU and a sample will also be sent to the External Examiner for scrutiny. This provides external verification with a view to monitoring national standards. It is possible that the mark you originally received may be raised or lowered following consultation with the External Examiner.
Once the assignments have been marked, all marks are ratified by the Examination Board and confirmation of the results will be sent to you by Registry in a transcript at the end of each year. Modules will be given marks of either: 0%-39% (Fail), 40%-59% (Pass), 60%-69% (Merit) or 70%-100% (Distinction).
Feedback You will receive feedback in a variety of different forms while you are a student at CCCU. This may include: verbal feedback during a module; emails; formative feedback on drafts and also summative feedback on your final submission. For each module you will need to find out how you will receive summative feedback, in most cases it will be electronic feedback via Turnitin. With all feedback you have an obligation and responsibility to act upon the feedback and you are encouraged to seek tutorial support from your lecturer if you need clarification.
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Requirements to Pass a ModuleTo pass a module you will be required to achieve a minimum of a 40% in all assessed elements. The Practice Assessment Document and Ongoing Record of Achievement are both judged on a pass or fail basis and you must pass these in order to achieve a module pass. Where there are two parts of the assessment that carry credit weighting the overall average is calculated.
Late SubmissionWork submitted after the 2.00pm deadline on the day of submission will incur a late penalty. The work will be marked and then there will be a 5% mark reduction for every day late. A penalty will be assigned every day for 8 days (including weekends), thereafter it will be classed as a non-submission and will be awarded a Fail. It is possible that a late submission penalty may cause work to fail if the mark drops below 40%.For example: An essay awarded 60% that was received 4 days late will incur a 20 mark penalty, therefore with 20 marks deducted it will result in an overall mark of 40%.
ReassessmentIf you have been referred on an assignment (that is to say you received less that 40% on your first attempt) you will receive feedback through Turnitin. You will be offered tutorial support for the referred component and information about reassessment of work can be found via Blackboard. At level 4 and 5 you have three attempts at an assessment (first submission and then two reassessments attempts). If you are unsuccessful and exhaust all attempts your assessment profile will be presented to the Examination Board for consideration. The decision of the Examination Board will be communicated to you in writing by the Academic Registrar. Readmission to a programme or module will only be allowed in exceptional circumstances and is the decision of the Examination Board.
Reassessment DatesJanuary 2020
ExaminationsAll examinations are governed according to the Coursework and Examination Regulations for Canterbury Christ Church University. You will be required to show photographic proof of your ID at examinations. You should display your University ID card on your desk throughout the examination. Instead of the ID card you may display any other authentic ID document that contains your name and photograph, such as a passport or photographic driving licence. A member of staff will check your identification during each examination. If you fail to produce identification for inspection, you will be required to sign an undertaking at the end of the examination to report to the Registry with your ID within two working days. Failure to do so will result in a report being made to the Academic Registrar and in disciplinary proceedings being initiated.
If you are prevented by illness or other sudden, urgent, unforeseeable and reasonable cause from attending an examination or assessed presentation you should submit concessions evidence for non-attendance.
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PERSONAL ACADEMIC TUTORINGYou will be assigned a personal academic tutor (PAT) for the duration of the programme. Your PAT is the person you go to if you are having problems or if you want to discuss any aspect of the programme. Your PAT will meet with you on a regular basis, this may be one to one or in a group setting both within the University and in Practice. They may even teach you which means you’ll see them often however if you need extra meetings just send an email. Most importantly – talk to your PAT if you’re struggling, don’t suffer in silence - seek help if you need it.You will also be offered tutorials from your module lead. This will be directly related to the assessment of a particular module and is an ideal opportunity to ask questions or present a draft for review. Tutorials can be done face to face but also over email, your module lead will usually set tutorial dates and a deadline for looking at drafts.
REGULATORY ARRANGEMENTSThis programme operates within the Regulation and Credit Framework for the Conferment of Awards which provides the regulatory arrangements for the University’s programmes. This sets out information such as how your degree classification will be calculated and the requirements for obtaining your award. You can access it here: www.canterbury.ac.uk/handbook/policies-procedures
EXTERNAL EXAMINERThe University appoints External Examiners to act as an independent check upon the academic standards of each programme. The details of the External Examiner for this programme are given below.
Name of current External Examiner: Amanda DriffieldPosition of current External Examiner: Senior LecturerInstitution of current External Examiner: University of Leeds
In due course, you may be asked to meet the External Examiner. This meeting will be to enable the External Examiner to gather information on the quality and standards of the programme. Individual performance will not be assessed at this meeting. You should not, therefore, raise any issues regarding individual assessment outcomes with the External Examiner at this time. If you wish to make an academic or fitness-to practice appeal you should do so through the University's Academic or Fitness-to-Practice Appeals Process, details of which are provided in ‘My Essential Information’. If you wish to make a complaint about the quality of your programme you should do so through the University’s Student Complaints Process, details of which are provided in ‘My Essential Information’. In line with the Quality Assurance Agency UK Quality Code for Higher Education you should not make direct contact with the External Examiner.
The External Examiner for your programme will submit an annual report. All External Examiner reports can be accessed via the Student Portal. You can participate in the formal process through which External Examiner reports are considered and responded to through the programme’s student-staff liaison committee. Details of these meetings
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will be available from the Programme Director. The response to the External Examiner report will also be made available on the Student Portal.
WORK-BASED LEARNINGLearning within your own place of workThe learning, competencies and development within the trainees usual place of work is designed to support and guide trainees towards successfully achieving the criteria set out in the Nursing Associate Curriculum Framework. The Practice Assessment Document (PAD) makes up a significant part of the overall programme assessment and is completed in your usual place of work. It is completed in partnership with your mentor and requires you to complete a variety of different activities for example: assessment of competence; reflections; reviews; service user feedback. For more information please refer to your Practice Learning Handbook.
External Placements
This is a pre-agreed area that you are allocated to for a 15 week period. You attend the external placement one day a week. The external placements seek to provide you with a broad range of experience of care: at home; close to home and at hospital. During this placement you will be allocated a supervisor and you will have to complete an Ongoing Achievement Record (OAR). For more information please refer to your Practice Learning Handbook.
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Appendix 1: Front Sheet
FOUNDATION DEGREE IN HEALTH AND CARE
ASSESSMENT FRONT SHEETTo be placed at the front of every piece of assessed work.
Student Name
Module Title
Module Code
Module Lecturer
Date of Submission
Actual Word Count(Excluding Reference List and Appendices)
Tick as appropriate:
o First Submission o Extenuating Circs o Reassessment
DECLARATION
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“I declare that this is my own work and has not been submitted either in the same or different form to this of any other Higher Education Institution for a degree or other award.”
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