university of the west of englandlearntech.uwe.ac.uk/data/sites/26/docs/uzwrsbw-20-m-… · web...
TRANSCRIPT
School of Health & Social care Faculty of Health and Life Sciences
PRINCIPLES of ORTHOPAEDIC and TRAUMA CARE
MODULE CODE: UZWSBW-20-M
Module Handbook
Post Qualifying Programmes
Post Graduate Certificate Specialist Practice MSc Specialist Practice MSc Advanced Practice
Academic Year 2010/2011
1
12th January 2011 – 25th May 2011
Content
Page Number
Who’s who 3
Module enrolment information 4
Module Specification 5 - 8
Welcome 9
Accessing E Learning Activities & Information 11
Mind Mapping 14
Assessment Guide Element 1 Mind Map & reflection on learning 16
Element 2 Clinical Guideline appraisal 17
Submission date & accessing results 19
Appendices 22
Postgraduate Marking Grid
SEEC Guidelines Level M
Extra Prep Time/Disabled Students
SNOB analysis framework
2
WHO’S WHO
Module Leader: Alison Holman
Telephone 01225 824148
E mail [email protected]
Admin support: Beryl Evans
Telephone 0117 3288430 E mail [email protected]
Fax 0117 32 88811
Module Team
Jayne James [email protected] 01225 824250
Garfield Griffiths [email protected] 0117 3288516
Programme Leader, Carol AugoustiPost Grad’ Cert’ Specialist Practice:
Telephone: 0117 32 88517
E-mail: [email protected]
Programme Leader, Paul SnellingMSc Specialist Practice
Telephone: 01452 702172
E-mail: [email protected]
Programme Leader, Stefanie ScottMSc Advanced Practice
Telephone: 0117 32 884943
E-mail: [email protected]
Some Important Information Regarding Module Enrolment
Welcome to your study on this module, which you may be taking as a stand alone module or one of several that contribute to an award/programme. Even if at this point in time you are not thinking of continuing to study, there are benefits to you registering onto an degree programme. Some of the benefits are:
Extenuating circumstances, such as certified illness or bereavement, are only considered by an Award Board if you are registered on an award/programme.
If self-funding, it is more economic to register on the Honours degree even if you are only enrolling on one module.
Having registered on the degree, and dependant on your entry point and credit rating, you have up to four years in which to complete the programme
There are further considerations, which may need to be taken into account; therefore your individual plan of study may need to be discussed with the appropriate Module/Programme Leader.
4
University of the West of England Module Specification
Title Principles of Orthopaedic and Trauma CareNew Code UZWSBW-20-MVersion 1Versions Last Updated 23/12/2008 11:44:49Level MUWE Credit Rating 20ECTS Credit Rating 10Module Type ProjectModule Leader HOLMAN, AOwning Faculty Faculty of Health and Life Sciences, School of Health
and Social CareField Acute & Critical Care Adult NursingField Leader Judy HarrisonValid From 01/01/2009 00:00:00 Discontinued From Pre-requisites Registered practitioner Co-requisites NoneExcluded combinations UZWR37-20-3 Principles of Orthopaedic and Trauma
Care Module Handbooks Learning Outcomes
Knowledge and Understanding
Demonstrate the application of in depth knowledge and understanding in relation to physiology and pathophysiology of musculoskeletal conditions. (Component A element 1)
Critically discuss the legal, ethical and political drivers that underpin the practice, management and service provision of orthopaedic and trauma care. (Component A element 1 and element 2)
Contrast how contextual factors may affect the individual within primary, secondary and/or tertiary settings (Component A element 1)
Intellectual Skills
Critically appraise evidence based practice in order to inform appropriate strategies for management of care. (Component A element 1 and element 2)
Critically evaluate the impact of musculoskeletal conditions on the quality of life of the individual, the family and carers (Component A element 1)
Critically review the wider policy implications and their impact on
5
orthopaedic practice (Component A element 2)
Subject/Professional and Practical Skills
Evaluate the application of specialist knowledge/skills in the delivery of evidence based care with/for the individual, the family and carers. (Component A element 1 and element 2)
Critically examine the healthcare worker’s role as health educator in relation to individuals, family and carers in primary and secondary care settings. (Component A element 1)
Critically evaluate interprofessional collaboration in orthopaedic practice across agencies and organisational boundaries (Component A element 1 and element 2)
Transferable Skills
Critically evaluate and reflect on personal learning of contemporary orthopaedic practice (Component A element 1)
Syllabus Outline
Professional/ethical practice Ethical and legal issues in orthopaedic and trauma care Personal development in the orthopaedic setting The context of orthopaedic and trauma care locally, nationally and internationally
Reflective frameworks
Evidence Based Specialist Practice Concepts of mobility and rehabilitation Pre-operative assessment and management
Arthroplasty care management
Management and care of the individual witha casttraction internal/external fixation of bone musculoskeletal conditions, trauma or surgery complications arising from orthopaedic conditions or injuries
Pain assessment and management
Psychosocial aspects of musculoskeletal conditions and injuries Health education in relation to the individual with musculoskeletal conditions in primary and secondary care settings. Role of the interprofessional team in co-ordinating orthopaedic care Service users and carers perspectives
Organisation and delivery of Elective and Trauma care Innovative practice in orthopaedic and trauma care Systematic search strategies utilising a range of sources Critical reading skills and their application to practice.
Scientific knowledge Pathology of the musculoskeletal and nervous systems Pathophysiology of diseases, altered pathology producing deformities and musculoskeletal conditions affecting mobility Complex wound management
6
Trauma and altered physiology
Infection control
Teaching and Learning Methods
A blended learning approach will be used throughout the course. Both blackboard and specifically designed web pages will be used to provide electronic learning resources, online tutorial support and discussion forums. Learning will be supported by face to face contact in selected master classes, workshops and seminars within the university campus.
Students will need easy access to a computer and internet access for the duration of the module. For students who require support using information technology a range of options is provided by the University including seminars and online tutorials.
Reading Strategy
Students will be directed to reading which is either available electronically or provided for them in a printed study pack. They will also be expected to read more widely by identifying relevant material using the Module Handbook, the Library Catalogue and a variety of bibliographic and full text databases.. In relation to the chosen topic areas for assessment students will be expected to identify relevant material for themselves and for this to be reflected in the reference lists.
Additional support is available online via the UWE homepage, this includes interactive tutorials on literature searching skills and the use of electronic library resources. Workshops are also offered by the library.
Assessment
Where necessary, and appropriate, an alternative medium of assessment may be negotiated.
Weighting between components A and B (standard modules only) A: % B:% Attempt 1
First Assessment Opportunity
Component A
Element Description Element
Weighting
1 Construction of a Mind Map on an aspect of orthopaedic practice supported by a reflection of learning (1000 words) 50%
2 2000 word Critical evaluation of a related guideline from practice 50%
Second Assessment Opportunity
7
Attendance is not required
Component A
Element Description Element
Weighting
1Resubmission of a construction of a Mind Map on an aspect of orthopaedic practice supported by a reflection of learning (1000 words)
50%
2 Resubmission of a 2000 word Critical evaluation of a related guideline from practice 50%
Second (or Subsequent) Attempt
Attendance is not required
This module handbook should be read in conjunction with the:
1. Faculty student handbook. http://hsc.uwe.ac.uk/net/student/
2. University student handbook. http://www.uwe.ac.uk/studentservices/uwe-diary-info/
3. Relevant Programme handbook.
4. Note attention to Modular Assessment Regulations (MAR): see Rules and Regulations section in the University student handbook. http://www.uwe.ac.uk/studentservices/uwe-diary-info/academic-regs.shtml
5. Students Disability Guidance http://hsc.uwe.ac.uk/net/student/disabilityguidance.aspx
The University Student Handbook is particularly helpful. It contains information about
How and where to submit your assignment What to do if there are extenuating circumstances related to the submission
of your assessment Dates of field/award boards and resubmission dates The SEEC marking criteria which will be used for assessments.
8
Welcome
Welcome to the Principles of Orthopaedic and Trauma Care module. Musculoskeletal conditions affect millions of people - adults and children, they include all forms of arthritis, back pain and osteoporosis, clearly these encompass long term conditions and may be disabling. The ageing population will further increase the demand for treatment. In addition, accidents and injuries to the musculoskeletal system may have profound effects on the individual and can result in long-term disability. This module reflects key elements of the Society of Orthopaedic and Trauma Nursing Competency framework (Royal College of Nursing 2004) and, the Musculoskeletal Services Framework (2006) which identified the changes required in service provision to meet the challenges ahead. Whilst traditional roles remain the corner stone, development of extended and/or specialist roles in primary and secondary care are contributing to the redesign of more responsive and flexible services, providing easier access in a wider variety of settings. There is recognition that for many people, assistance with the management of their musculoskeletal condition will be as important as its treatment.
Module Aims
To build upon each students individual learning and experience as a practitioner, to facilitate the knowledge and understanding of best evidence based practice in contemporary orthopaedic and trauma care that underpins the management and care of this client group. An appreciation of the patients journey which may be an isolated event or, for many, may fluctuate through primary, secondary and possibly tertiary care, is fundamental to understanding the experience of the individual living with a musculoskeletal condition, injury or deformity and their families/carers. This premise underpins the module learning outcomes and acknowledges the complexity of care management and collaboration required between the service user/carer and healthcare workers for effective high quality care.
Teaching and Learning Strategies
9
The teaching and learning strategies for the module acknowledge the importance of student centred learning. There is an appreciation that students come with vastly differing clinical experience and that this experience can be utilised effectively and shared throughout the learning process.
The emphasis on learning is that students are responsible for their own learning. This philosophy acknowledges that adult students in particular are usually highly motivated individuals, with particular abilities and needs that they are able to define.
The module teaching strategies will encompass e learning activities, workshops and interactive group work with feedback. There will also be some traditional teaching in the form of seminars and mini lectures. It is expected that students will participate and contribute fully to the e learning activities, groupwork and feedback sessions. This is vital if students are to benefit fully from the tasks undertaken and learn from others.
Some self directed work and guided reading will be given during the module ensuring that students are able to learn at their own pace, but be able to identify gaps in knowledge, and practice. Preparatory work will be expected for some sessions, in order to achieve the necessary level of depth prior to attendance at the session.Completion of the e learning activities can be undertaken at the students own pace, but will need to be completed by the final face to face session of the module.
Attendance is expected at all face to face sessions. Please let the module leader know if you are unable to attend.
Learning Outcomes & Content
Please refer to the module proforma on pages 5 - 8
Attendance days
The attendance day is Wednesday, the timetable for these days is available on the Learning repository website and a paper copy will be handed out separately
10
Accessing the E Learning Activities
Module web page can be found at http://learntech.uwe.ac.uk/ (it is not necessary to add the www). Select Principles of Orthopaedic and
Trauma Care from the list. Remember to login (see login under the faces). You will see this screen
Enter your UWE user ID and password available from the student one stop shop at Glenside. Please contact 0117 3288438 / 3288482 during office hours Monday – Friday.
Now you are able to access the web pages and On line learning activities for the module.
11
If you experience difficulties in logging in, please contact the IT support staffon 0117 3288858 or email [email protected]
Study skills
Whatever your background, you will bring to your study a range of skills and experience, but you may feel that you lack some skills that will be important in the context of academic work.
The Study Skills web pages are designed to help you to identify the skills you need to develop and to provide some guidance on how to improve them.
http://hsc.uwe.ac.uk/net/student/Default.aspx?pageid=156
http://www1.uwe.ac.uk/bbs/currentstudents/studyskills.aspx
Library information
Information about using the Library both on and off campus can be found by following this linkhttp://www.uwe.ac.uk/library/info/using-the-lib/
Study and information skills can be found herehttp://iskillzone.uwe.ac.uk/RenderPages/RenderHomePage.aspx
Guidance about how to search for information can be found here. This includes on line tutorials http://www.uwe.ac.uk/library/resources/general/info_study_skills/infotutorials.htm
Information gateway to a wide range of subjects, databases etc. http://www.intute.ac.uk/healthandlifesciences/nursing/
How to use the internet tutorialwww.vts.rdn.ac.uk/tutorial/allied
Reading
12
The following book is essential reading and available from the library campuses, although availability is limited.
Kneale J, Davis P (2005) Orthopaedic and Trauma Nursing. 2nd Edn. Edinburgh: Elsevier, Churchill Livingstone..
Throughout the anatomy learning materials you will be referred to:
TORTORA GJ & DERRICKSON BH (2008) Principles of Anatomy and Physiology 12th Edn New York, Wiley & Sons
The following resources are available free on the Internet
Electronic version of the British Medical Journal http://bmj.bmjjournals.com/
Department of Health home page. Lots of links to government publications and statistics http://www.dh.gov.uk
The National Institute for Clinical Excellence, many publications and good practice guidancehttp://nice.org.uk
You are also expected to identify further material for yourself using the Library Catalogue http://www.uwe.ac.uk/library/catalogue/
Databases such as CINAHLBNIAMEDPSYCH InfoScience directCOCHRANE LIBRARY OVID BNIBlackwell Synergy
All available via the library homepage or http://www.uwe.ac.uk/library/resources/general/databases/
Web sites such as.
13
www.orthogate.orgwww.trauma.orgwww.boa.ac.uk/www.orthoteers.com/www.bjdonline.org/www.sciencedirect.comhttp://emedicine.medscape.com/http://www.library.nhs.uk/musculoskeletal/http://www.library.nhs.uk/trauma_orthopaedics/
Mind Maps
Assessment Aim:To construct and produce a Mind Map to facilitate learning and develop practice in an area of orthopaedic and trauma care that reflects the learning outcomes of the module.
What is mind mapping?Mind maps are tools which help you think and learn.
Why mind map?Mind mapping is a good way to organise information, it encourages you to make links between old and new concepts, building on existing knowledge from practice and then to move on to develop new ideas and connections.In addition, it is a teaching and learning strategy which promotes deep learning.
How to choose your topicIt may be helpful to select a topic through undertaking an analysis of your learning needs, by considering your current knowledge and understanding of orthopaedic and trauma practice in relation to the module Learning Outcomes and Syllabus of study. A useful tool that you may be familiar with, to structure this exercise, is a SNOB analysis. The learning needs identified may inform or assist choosing the topic.
Strengths Needs Opportunities Barriers
Or you may like to consider an issue that has caused you to question your practice or stimulated your interest.Once you have a topic, consider what it is you want to explore and form a question around it. On the mind map you should explore this in depth to show your understanding and keep the topic focused to avoid a superficial approach.The mind map will demonstrate that you have taken a comprehensive approach to your learning, portraying all the essential elements of your topic.Your map will be unique to you, your thinking processes and your learning
Development of your Mind Map
14
Mind mapping (or concept mapping) involves writing down a central idea and thinking up new and related ideas which radiate out from the centre. By focussing on key ideas written down in your own words, and then looking for branches out and connections between the ideas, you are mapping knowledge in a manner which will help you understand and remember new information.
Tony Buzan coined the phrase mind mapping in the early 1970’s, and devised the ‘laws’ of construction using images, colour and association which others have developed. See this web page for guidance on constructing a mind map:
http://www.mind-mapping.co.uk/make-mind-map.htm
Another Useful approach: Select a topic area that has stimulated your interest then narrow the focus down, e.g.
- moving patients following spinal injury
- moving an individual with cervical spine injury
Form your Mind map topic of enquiry into a question e.g.‘How can the individual with cervical spine injury be safely moved?’
Arrange your page in landscape position and begin to explore the topic, identify keythemes and put each heading on a thick line joining to the central ideaThen develop second level branches with a heading away from the maintheme stems. Try to avoid a linear structure. Be creative in your map design andfree thinking.
The lines of branch ideas should not cross. Lines must be labelled, these can be meaningful phrases, words or pictures. E.g.
Cervical spine injury assessment (2)(1, 2, 9)
C Spine not cleared (5, 8) Manual Handling Procedure (4)
Sand bags or tape (3, 7)
ATLS? [9] Correct procedure
Numbers of Staff (11, 12)
Key pointers
Ask - Why? What? When? How? This will provide the stimuli to help you analyse and explore ideas
and search for appropriate supporting literature.
15
C Spine clear (5,8)
What is the evidence for this aspect of practice?
Critically appraise the evidence. How does this evidence relate to your experience in practice? What are the implications ? Can you apply the evidence & if not, why not?
Referencing On the reference sheet that you attach, follow UWE guidance & construct this using the Harvard style. Then at the end of each reference put a number in brackets [ ] to demonstrate where this evidence is on the Mind Map i.e.
Ollerton J E, Parr M J A, Harrison K, Hanrahan B, and Sugrue M (2006) Cervical spine injury and difficult airway management for emergency intubation of trauma adults in the emergency department—a systematic review (2) Emergency Medicine Journal. 23 (1): 3–11. [9]
- then put this number beside the evidence, as above.
Finally,Consider the question you have asked – have you explored all aspects of it and is there an answer?Be prepared to have several attempts at drafting the map - before you are completely satisfied that you have explored and presented the topic effectively and have met the criteria for assessment.
On the Learning Repository module website there is guidance, helpful links and activities to give you further information. The following journal articles will further help your understanding of the subject area,
All, A and Havens, R (1997) Cognitive/concept mapping: a teaching strategy for nursing. Journal of Advanced Nursing 25 (6) 1210 – 1219
Michelini, CA (2000) Mind map : A new way to teach patients and staff. Home Healthcare Nurse 18 (950) 318 – 322
Assessment Guide
TaskThe module has one component of assessment, with two elements:
1. the construction of a mind map on an aspect of orthopaedic and trauma care practice supported by a 1000 word reflection of learning
2. the critical evaluation of a related guideline from practice, (2000 words).
You are required to produce all parts of the assessment in an electronic format, to be submitted online.
16
Element 1 – Mind map and reflection on learning
You are required to produce a mind map based upon an aspect of orthopaedic or trauma care practice derived from the learning outcomes of the module and to write a 1000 word reflection on the learning journey.
Mind map: dimensions, content, supporting documents:
The mind map can be produced using a web based tool or on an A4/A3 sheet of paper that can be scanned at home or, in the Learning Technology Unit (LTTU) at UWE, to enable e submission of the map. The mind map is best presented in landscape format
A4/A3 size paper must be used or a web based tool The mind map must include the title On a separate page, please give the following a) Your student number
b) The Module name c) The Module number
You must also submit a reference list as per guidance in the Undergraduate Student handbook, with links to the map as identified on page 15.
Reflection on Learning: This 1000 word reflection must be produced as a word document The front page must include your student number, the module name and
number. The structure should reflect a recognised reflective framework that is
referenced. This aim is to produce an analytical reflection on the learning gained from exploring your orthopaedic topic and the experience of undertaking the mind map, to evaluate peer feedback received and to identify implications for your professional development. Reference list to be attached.
PLEASE NOTE
You are expected to submit your draft map by e mail for peer review and constructive feedback by Friday 30th March 2011. This will provide the opportunity for all students to receive formative feedback from a small group of four peers and the module team during the development of their mind map. Student Peer Feedback to be e mailed to your identified group by 29th April 2011This exercise will provide information to enhance your reflection on learning.Feedback should be structured using the SEEC assessment criteria and ground rules are to be adhered to.
Element 2 – Critical evaluation of a guideline from Orthopaedic and Trauma practice
TaskThe critical evaluation of a clinical guideline in 2000 words (+/- 10%) from the students orthopaedic and trauma practice area.
17
What is a guideline?Clinical practice guidelines have been defined as a,
‘systematically developed statements to assist practitioners and patients decisions about appropriate health care for specific clinical circumstances’
(Field & Lohr 1990:38). Protocol based care is part of the quality agenda to promote practice that is evidence based and patient centred by providing clear statements and standards for the delivery of local care (Rycroft-Malone et al 2004). There are several terms used in the literature to describe the processes however,for this module assessment students must use either a guideline, protocol, policy or a section of a care pathway, from their clinical area or Trust.
The topic MUST be clearly related to Orthopaedic and Trauma practice.
Suggested topics are:Femoral head donation Pinsite care Nutrition Wound drainage Head Injury Nil By MouthFalls Substance Misuse Infection ControlDeep Vein Thrombosis Pain Major surgery protocolsPrivacy/Dignity Post traumatic Stress Manual handling Disorder
You may choose another topic however, please e mail your topic choice to your nominated Personal tutor for agreement, prior to commencing written work.
The focus for this assignment is to critically evaluate both the composition of the document and the content of the guideline against current evidence, to ascertain if it is up to date, gives clear justifiable evidence and/or research to support professional actions and whether it informs clinical practice. You will also need to read up on what makes a good guideline and what it should contain. A part of your evaluation will consider the guideline as a document, e.g. was it well structured, had a clearly defined target group, provided rationale, evidence etc.Students are recommended to use the AGREE evaluation framework, to guide the critical appraisal or at M level you may use an alternative negotiated with the module leader pre submission,
The structure of the 2000 word assignment may comprise- Introduction (200), to set the scene and give rationale for topic- Appraisal (1000), to analyse the guideline using the evaluation tool and appraise
using current evidence- Application to practice (600), to take account of contextual factors ie cost,
interprofessional working- Conclusion 200 words, to summarise and identify any further action required.
References:Field MJ, Lohr KN (Eds). (1990) Clinical Practice Guidelines: Directions for a New Program, Institute of Medicine, Washington, DC: National Academy Press, Rycoft-Malone J, Morrell C,Bick D (2004) The research agenda for protocol based care. Nursing Standard Vol 19 (6) 33 - 36
18
The Module assessments will be marked against the following descriptors from the SEEC marking grid.
SEEC Descriptors Level MKnowledge & Understanding
Knowledge base Ethical issues
20%15% 5%
Intellectual Skills
Analysis Evaluation Synthesis Application
70%
20%25%10%15%
Transferable skills Management of information 10%
You are strongly advised to read and become familiar with these descriptors in relation to the content of your assessments and the weightings attached.
General Presentation
E submission Font size 12 1.5 or double spacing Word processed / typed Student number on each page (as a header or footer) Page number (header or footer) Title page should include Module title, code (level 3), essay title, word
count, student number Clearly identify any appendices Reference as per University of The West of England guidelines (Faculty
handbook or Library) Confidentiality must be maintained. Practice areas, colleagues as well as
patients should not be identifiable. Pseudonyms should be given.
Please note: You MUST select a different topic for each element of assessment, these
may be related however if in any doubt, please see module leader to avoid duplication.
The pass mark for Level M (postgraduate degree) work is 50%
The assessment is in two parts known as elements, together they form one component (Component A).Referral in either element means that you will be referred in the module overall and at the next submission both elements will have to be taken again.
19
SUBMISSION DATE
Wednesday JUNE 15th 2011 BY 2PM
For consideration at the September 2011 board
RESUBMISSION DATE
November / December 2011 BY 2PM exact date to be confirmed
For consideration at the February 2012 board
There are new regulations that apply from September 2009F11.3R Students are not permitted to submit work after the deadline. Students who do not submit work by the deadline shall be recorded as a non-submission. The 24 hour and 10 day late submission rules have been removed.
Re-sit regulation:- Removal of the second attempt as an automatic right Removal of the second opportunity within the second attempt Removal of the automatic right to a second opportunity within the first attempt
for students who have not attended/submitted their final assessment and for whom no extenuating circumstances have been accepted.
The introduction of a £50 administration charge payable by student for each referred module.
ASSIGNMENT SUBMISSION / E-SUBMISSION
1. Login to e-submissions page at http://hsc.uwe.ac.uk/esubmissions/ you will be able to enter the module code of the module you wish to submit to (If you do not know the module code you can find it in the student handbook).
2. Click on the search and the module title of the module code you entered will appear. Click on the title of the module to proceed. If there are no results are shown or the incorrect module is shown please check the module code and try again.
! IMPORTANT! ***** SELECT THE CORRECT SUBMISSION DATE and MODULE CODE *****
3. Press Submit
4. Click on Browse to select the file you wish to submit.
20
Note 1: Your file should be a .doc file (from MS Word), or a .rtf file (rich text format).
Note 2: It is better to save your file onto your hard disk (C:\) at home, or your personal drive (H:\) at UWE, rather use the floppy disk drive (A:\), as this last may be very slow and could cause your PC to crash.
5 A confirmation screen will appear. Print or save the details for future reference. A receipt will also be e-mailed to you giving submission details.
6 Return to the module list. You will see a by your module.
7 Close the window.
Try the help button on the page at http://hsc.uwe.ac.uk/esubmissions/ Computer difficulties call the technical assistants in the computer labs
0117 32 88858 (9-5 Monday – Friday)
Please refer to the information on e-submission/e-feedback on the UWE student web pages.
Need help? e-submissions no longer need to register before submission just log on with UWE username and password and follow it through. There is a faculty help guide at http://hsc.uwe.ac.uk/net/student/Default.aspx?pageid=432
Notification and Publication of Results
Provisional results will normally be available within 4 working weeks of submissionYours marks are not confirmed until they have been scrutinised by an External Examiner and presented at the relevant Award Board
Please Note:It is your responsibility to find out your result via the My UWE portal, see below. If you have been referred you will need to access the module leader for advice and support
School of Health and Social Care Results PublicationResults which have been confirmed by an Examining Board are published by 15:00hr on the fifth working day after the Board has met.
Exam results are no longer posted up at the various campuses. Instead they will be published via the UWE website:http://www.uwe.ac.uk.
Click the “Current students and staff” option to access the Intranet. On the left-hand side of the front page, in the “Links relating to” section, highlight “Timetables and exams” then “Exam results” - and log in to view your personal results.
If you have been referred, you will need to consult your module handbook or module leader to find out about reassessment. Please visit the HSC student
21
net http://hsc.uwe.ac.uk/net/student/ for information about referrals. Information is under “Your Programme of Study” and then “Assessments”.
Notifications of Credit and Assessment Marks are no longer sent out in the post. Instead they are published via the UWE website, and can be printed off: http://www.uwe.ac.uk
Click the “MyUWE - UWE Portal” tab and log in using your user-id details. Click on the the “Marks” tab at the top of the screen, and then the blue “Marks” tab, which will bring up your Notification of Credit and Assessment Marks for the most recent Examination Board.
Please note that administrative staff are unable to give you information about your results over the telephone. Please contact your Module or Programme Leader for this purpose. For any queries please email [email protected].
22
. APPENDICES
23
Postgraduate Marking Grid based on SEEC Guidelines – LEVEL M
Percentage 0-29 30-39 40-49 50-64 65-75 75-89 90-100
Overall Descriptor Very Poor Poor Inadequate Satisfactory Very Good Excellent OutstandingKNOWLEDGE AND UNDERSTANDINGKnowledge Base: has depth and systematic understanding of knowledge in specialised / applied areas and can work with theoretical / research-based knowledge at the forefront of their academic discipline
Little or no depth of understanding &/or evidence of
current theory/research
Insufficient or significant gaps
Some relevant material but with major omissions
&/or factual errors
Relevant depth of understanding
/current theory/research but
some omissions
Comprehensive understanding of specialised areas and evidence of
current theory/research
Detailed & deep understanding in specialised areas and evidence of
current theory/research
Full depth & understanding
Ethical Issues: has the awareness and ability to manage the implications of ethical dilemmas and work pro-actively with others to formulate solutions
Little or no awareness &/or
ability
Insufficient/ limited awareness
&/or ability
Evidence of awareness &
ability but limited discussion
Evidence of awareness &
ability to manage implications with evidence of active
debate
Comprehensive awareness and
ability to manage implications &
debate
Fully aware & able to manage
implications and actively working
with others
Exceptional awareness &
ability to manage implications and
proactively working with
othersDisciplinary Methodologies: has a comprehensive understanding of techniques / methodologies applicable to their own work (theory or research-based)
Little or no understanding
Insufficient/limited
understanding
Superficial understanding &
limited application
Satisfactory understanding &
application to own work
Comprehensive understanding &
application to own work
Demonstrates detailed
understanding & application to own
work
Excellent understanding &
application to own work
INTELLECTUAL SKILLS
Analysis: with critical awareness can undertake analysis of complex, incomplete or contradictory areas of knowledge communicating the outcome effectively
Little or no critical awareness in complex &
contradictory areas
Superficial awareness. Lacks
evidence of engagement with
complex & contradictory areas.
Evidence of analysis but lacks
evidence of engagement with
complex & contradictory areas.
Satisfactory and relevant evidence
of analysis and understanding of
complexity of areas studied
Comprehensive analysis involving complex areas of
knowledge & communicates
outcome
Extensive analysis of complexities &
contradictions. Communicates
effectively
Exceptional analysis of
complexities & contradictions
Synthesis: with critical awareness, can synthesise information in a manner that may be innovative, utilising knowledge or processes from the forefront of their discipline / practice
Little or no critical awareness &/or inappropriate
knowledge base
Insufficient critical awareness &/or
significant gaps in knowledge base
Some synthesis evident but
insufficiently critical and/or inappropriate
knowledge base
Satisfactory evidence of
synthesis and innovation
Able to go beyond predictable format
Able to transform data/concepts
Wide ranging evidence of
innovation and creativity
Evaluation: has a level of conceptual understanding that will allow her/him critically to evaluate research, advanced scholarship and methodologies
Little or no conceptual
understanding
Insufficient or significant gaps in
conceptual understanding
Evaluation evident but not throughout
Consistent evidence of evaluation
Comprehensive evaluation of relevance and significance
Detailed & extensive evaluation
Exceptional evaluation throughout
24
& argue alternative approaches
Postgraduate Marking Grid based on SEEC Guidelines – LEVEL M
Percentage 0-29 30-39 40-49 50-64 65-75 75-89 90-100
Overall Descriptor Very Poor Poor Inadequate Satisfactory Very Good Excellent OutstandingApplication (including problem solving): can demonstrate self direction and originality in problem solving. Can act autonomously in planning and implementing tasks at a professional or equivalent level
Little or none/ inappropriate
Insufficient or significant gaps. Inappropriate/
lacks autonomy
Unacceptable application evident.
Unable to act autonomously
Satisfactory application and problem solving
ability. Awareness of complexity of
context
Able to identify & define complex
problems/ solutions
Confident and flexible in
identifying and defining problems/
solutions. Demonstrates innovation and
creativity
Exceptional approach to
application and problem-solving
TRANSFERABLE SKILLSLearning Resources: is able to use full range of learning resources. Can reference accurately & appropriately
Unable to access or use appropriately
or reference accurately
Insufficient/ limited useage of
appropriate learning
resources/reference accurately
Unacceptable range of resources
used Inaccurate referencing
Satisfactory evidence of range of resources Accurate/appropriate
referencing
Comprehensive range of resources. Sound referencing
Appropriate selection & extensive use of relevant resources
Effective integration of
appropriate refs.
Excellent & appropriate range of resources used
effectively
Communications: can engage confidently in academic and professional communication with others, reporting on action clearly, autonomously and competently.
Confused &/or ineffective
Insufficient &/or unclear expression
Lacks confidence in communicating
Clear structure & direction, reports
competently
Clear & concise & professional with
effective signposting of
ideas
Excellent communication and presentation
Exceptional ability to communicate &
structure effectively
Management of Information: can competently undertake research tasks with minimum guidance
Little or no evidence of ability
to undertake research tasks
Inadequate/insufficient
evidence of ability to undertake
research
Can undertake research tasks with
considerable guidance.
Demonstrates ability to undertake some independent research activity
Sound ability to undertake research
tasks with minimum guidance.
Excellent ability to undertake research
tasks independently.
Exceptional ability to undertake
research independently
PRACTICAL SKILLSApplication of Skills: can operate in complex and unpredictable, possibly specialised contexts, and has an overview of the issues governing good practice
Unable to function effectively
Ineffective functioning in
defined contexts or significant gaps
Able to manage in defined context/
controlled situations but not in specialised and complex situations
Able to manage in increasingly
complex situations
Very good understanding and ability to manage
in complex situations
Confident and flexible in
approach to unpredictable and complex situations
Mastery of skills in unpredictable and complex situations
25
Faculty of Health and Life Sciences
Extra Preparation / Submission Time for Disabled Students
Every disabled student who registers with the FHLS is invited to have his or her academic needs reviewed by a student advisor. Where a student has been assessed as having a disability, then the student advisor maintains a record of any additional time or support required and passes those needs onto the examinations officer and the module leader(s) concerned.
The following refers to those students who have been confirmed by a student advisor as being eligible for extra time in examinations and assessments.
1. A standard 25% extra time in any written assessment that is sat under examination conditions
2. Where information for an examination or assessment under timed conditions is given out in advance, a 25% time addition will be added to the normal advance time period - where the assessment date is 4 weeks or less from the pre-information date.
3. A standard extension of 7 days to the normal advance time period will be given where the examination date is over 4 but fewer than 8 weeks from the normal date of publication of pre-information.
4. For coursework, an extension of 25% of the time between the assessment notification date to the submission date will be given - where the submission date is 4 weeks or less from the notification date.
5. Where the submission date for coursework is over 4 but fewer than 8 weeks from the assessment notification date, a standard extension of 7 days will be given.
Further information or advice can be sought from the student advisors.
26
SNOB Analysis
27Once you have completed your SNOB Analysis, use the information to formulate your specific personal learning needs
28