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					                              Course Structure

Course module Content Level 6 (Advanced Diploma in Sexually Transmitted
Infections (STIs) programme

The course covers all aspects of STIs as follows (all units compulsory)

   1) Sexualities, Sexual Health and Public Health.
   2) Epidemiology & Control of Communicable diseases
   3) Immunology, Virology and Sexually Transmitted Infections.
   4) Control of Communicable diseases, Ethics and Human Rights and organizational
   5) Health Promotion and Social Education.
   6) Health Promotion approaches and methods
   7) Project(30,000-words essay covering over 4 months period to demonstrate
      your knowledge and understanding of Sexual Health, Communicable diseases,
      Sexualities and Public Health, Social, ethical, sociological, psychological, Human
      Rights and cultural aspects of STIs/HIV & Social Management): Social
      &Organisational management

Students attend the course full-time over two calendar years.

By the end of the course, students should be able to: Demonstrate advanced
knowledge and understanding of the microbiology, virology and immunology of
sexually transmitted infections STIs, including HIV

       Demonstrate knowledge and understanding of the basic concepts of
        communicable disease epidemiology
       Communicate effectively with patients and professional colleagues on a range
        of medical, social and interpersonal issues related to the care and treatment of
        people affected by STIs and HIV

       Demonstrate advanced knowledge and understanding of the microbiology,
        virology and immunology of sexually transmitted infections STIs, including HIV

       Describe the laboratory methods used for diagnosing and monitoring STIs and
        evaluate their relative scope and limitations

       Demonstrate knowledge and understanding of the basic concepts of
        communicable disease epidemiology
      Identify and apply principles of good clinical practice in the care and treatment
       of patients with STIs, including HIV

      Communicate effectively with patients and professional colleagues on a range
       of medical, social and interpersonal issues related to thecare and
       treatmentof people affected by STIs and HIV
      Demonstrate knowledge and understanding of different models of health-care
       and evaluate their relative benefits and disadvantages in the field of STIs and

      Critically assess different approaches to prevention and control of STIs and HIV
       in different populations

      Plan, implement, manage and evaluate STIs control programmes.

Graduates from this course go into a broad range of activity relating to
communicable diseases/reproductive health posts and other Social health centres
and institutions.

The modular nature of the course allows students to tailor the course to their own
learning objectives.

Study module: Full-time

Duration: 3 Semesters (or 48 weeks) 3days a week

The course is made up of 160 credits

Six-modules at Diploma Level 6

3B Learning outcomes

                                                Learning outcome
                                                At the end of the programme the learner will:
                                                     Demonstrate knowledge and
DTCT).1 Sexualities, Sexual Health and Public          understanding of the basic
Health.                                                concepts of communicable disease

                                                  Describe the laboratory methods
DTCT).2   Epidemiology & Control of                used for diagnosing and monitoring
          Communicable diseases                    STIs and evaluate their relative
                                                   scope and limitations

                                                  Demonstrate advanced knowledge
DTCT).3 Immunology, Virology and Sexually          and understanding of the
        Transmitted Infections.                    microbiology, virology and
                                                   immunology of sexually
                                                   transmitted infections STIs,
                                                   including HIV

                                                  Communicate effectively with
DTCT).4 Control of Communicable diseases,          patients and professional
Ethics and Human Rights and organizational         colleagues on a range of medical,
Management                                         social and interpersonal issues
                                                   related to the care and treatment
                                                   of people affected by STIs and HIV

                                                  Plan, implement, manage and
DTCT).5 Health Promotion and Social                evaluate STI control programmes.

                                                  Critically assess different
DTCT).6 Health Promotion approaches and            approaches to prevention and
        methods                                    control of STIs and HIV in different

                                                . Be able to Plan, implements,
                                             manage and evaluates STI control.
DTCT).7 Project(30,000-words essay)          Provides valuable continuing medical
Social Management) &Organisational           education and updating for those already
management                                   working in this field and useful
                                             opportunities to meet and set up links
3C Content

Unit and learning outcome reference         Content
                                            Sexualities,Sexual Health and PublicHealth.
                                            Epidemiology & Control of Communicable
DTCT).2                                     diseases
                                            Immunology, Virology and Sexually Transmitted
DTCT).3                                     Infections.
                                            Control of Communicable diseases, Ethics and
DTCT).4                                     Human Rights and organizational Management
                                            Health Promotion and Social Education.
                                            Health Promotion approaches and methods
                                            Project(30,000-words essay)                  Social

3D Assessment criteria and assessment method

Unit and learning outcome   Assessment criteria                   Assessment method(s)
Demonstrate session           Plan a teaching and learning       Observation and assignment
   planning skills             session which meets the needs of
                               individual learners
                              Evaluate how the planned
                               session meets the needs of
                               individual learners
                              Analyse the effectiveness of the
                               resources for a specific session
                            1) Overall Course aims and            Our primary goal is to
                                objectives:                       choose a method which
DTCT).1                                                           most effectively assesses
                               What the course or module is       the objectives of the unit
 Demonstrate                   trying to achieve                  of study. In addition,
knowledge and               2) Learning outcome or objectives:    choice of assessment
understanding of the                                              methods should be aligned
basic concepts of              Detail of what the student will    with the overall aims of
communicable disease           need to show that they can do in   the program, and may
epidemiology                   order to pass the course,          include the development
                               guidance on writing course aims
                             and learning outcomes.                  of disciplinary skills (such
DTCT).2                   3) What makes good or less good            as critical evaluation or
                             answers:                                problem solving) and
   Describe the                                                      support the development
   laboratory methods
                          What characteristics of a piece of         of vocational
   used for diagnosing
                          work should lead to the award of           competencies (such as
                          what class of mark or grade?               particular communication
   and monitoring STIs    The reasons for assessment: The
   and evaluate their                                                or team skills.)
                          assessment is set to describe
   relative scope and     standards: presentation, the work
   limitations                                                      When considering
                          structure, signposted and word-
                          processed. Criteria to carry
                                                                    methods, it is particularly
                          standards like.
DTCT).3                                                             useful to think first about
                          1.Scores:                                 what qualities or abilities
Demonstrate advanced                                                you are seeking to
knowledge and             The assessment criteria is simply the engender in the learners.
understanding of the      number you need to get right to achieve
microbiology, virology    various marks ( distinction, credit and a Provision is made for eight
and immunology of         pass or fail)                             broad categories of
sexually transmitted                                                learning outcomes which
infections STIs,          2.Accuracy:                               are listed below. Within
                          The kind of question and on the kinds each category some
including HIV
                          of reasons which could lead people to suitable methods are
                          making errors, and perhaps on the likely suggested.
                          consequences of a small or large error.
                          The need to decide on your accuracy 1. Thinking critically and
                          criteria.                                 making judgments
Control of Communicable   3)   Thoroughness:
diseases, Ethics and      The set criteria for the thoroughness or   (Developing arguments,
Human Rights and          completeness of an answer as well as       reflecting, evaluating,
organizational            for its accuracy. The standard solutions   assessing, judging)
Management                to a problem have these steps: One
DTCT).5                   mark for each step correctly performed           Essay
                          and written down:                                Report
Plan, implement,                                                           Journal
manage and evaluate                                                        Letter of Advice to....
STI control               4) Use of sources:                                (About policy, public
programmes.                                                                 health matters .....)
                          The Student’sability to find, and                Present a case for an
                          use, as appropriately, a wide range               interest group
DTCT).6                   of relevant sources in their work.               Prepare a committee
                                                                            briefing paper for a
Critically assess                                                           specific meeting
                                                                           Book review (or article)
different approaches to 5) Use of theory: students'
prevention and control    ability to make an appropriate                       for a particular journal
of STIs and HIV in        choice of theory to address a                       Write a newspaper article
different populations     particular problem or question; to                   for a foreign newspaper
                          give an accurate précis of that                     Comment on an article's
                          theory as it applies to the problem or               theoretical perspective
                          question; to apply it correctly, or as
DTCT).7                   the author of theory intended, or             2. Solving problems and
                          imaginatively, or originally; to accept       developing plans
Be able to Plan,          the theory, or to critique it, or to
implements, manage        suggest an improvement, or to                 (Identifying problems,
and evaluates STI
                          compare and contrast it with other            posing problems, defining
control. Provides
                          relevant theories, or                         problems, analysing data,
valuable continuing                                                     reviewing, designing
medical education and                                                   experiments, planning,
updating for those
                          6)Referencing:                                applying information)
                          The accurate use (how accurate?) of a
already working in this
                          referencing system is a criterion for               Problem scenario
field and useful          assessment.                                         Group Work
opportunities to meet
                                                                              Work-based problem
and set up links
                                                                              Prepare a committee of
                          7) Originality:                                      enquiry report
                                                                              Draft a research bid to a
                          In many areas of student work,                       realistic brief
                          originality is valued. But students need            Analyse a case
                          to clarify what it means. Original as in
                          'previously unknown to the student?'          Conference paper (or notes for a
                          Or, a higher standard, original as in         conference paper plus annotated
                          'previous unknown to the lecturer'? And       bibliography)
                          how original? Acknowledgement of
                          variation on previous, work count as          3. Performing procedures and
                          original, or does it have to be essentially   demonstrating techniques
                          without precedent?
                                                                        (Computation, taking
                          8) Clarity:                                   readings, using
                                                                        equipment, following
                                                                        laboratory procedures,
                          Account is taken of communication
                          skills which are highly valued in the         following protocols,
                          world of work, and usually within, if         carrying out instructions)
                          not always between, disciplines in this
                          programme                                           Demonstration
                                                                              Role Play
                          9) A note on combining criteria:                    Make a video (write script
                                                                               and produce/make a
                          Decisions about the programme relative              Produce a poster
                                                                              Lab report
importance. How important is a right             Prepare an illustrated
answer compared to undertaking the                manual on using the
correct steps towards that answer? It is          equipment, for a
better to face this decision before you           particular audience
start marking.                                   Observation of real or
                                                  simulated professional
10)Learning outcome or                            practice
assessment criterion:
                                           4. Managing and developing
Learning outcomes describe what
students should be able to do;
assessment criteria describe how well
they should be able to do it.              (Working co-operatively,
                                           working independently,
                                           learning independently,
11) Clarifying learning outcomes           being self-directed,
and assessment criteria:                   managing time, managing
                                           tasks, organising)
The way assessment criteria for your             Journal
module are expressed less clearly than           Portfolio
is desirable.                                    Learning Contract
                                                 Group work
Look at past exam papers and
other assessment tasks; at                 5. Accessing and managing
marking schemes; at marked                 information
scripts; at the reports of the
assessment board; and at                   (Researching,
external examiners’ reports.               investigating, interpreting,
                                           organising information,
                                           reviewing and
                                           paraphrasing information,
12) Using assessment
criteria:                                  collecting data, searching
                                           and managing information
It brings a measure of objectivity.        sources, observing and
The list of criteria should be a well-     interpreting)
thumbed document by the end of a
session of assessment. Give marks                Annotated bibliography
or grades in line with the set criteria.         Project
                                                 Dissertation
                                                 Applied task
                                                 Applied problem

                                           6. Demonstrating knowledge
                                           and understanding
(Recalling, describing,
reporting, recounting,
recognising, identifying,
relating & interrelating)

      Written examination
      Oral examination
      Essay
      Report
      Comment on the accuracy
       of a set of records
      Devise an encyclopedia
      Produce an A - Z of ...
      Write an answer to a
       client's question
      Short answer questions:
       True/False/ Multiple
       Choice Questions (paper-
       based or computer-aided-

7. Designing, creating,

(Imagining, visualising,
designing, producing,
creating, innovating,

      Portfolio
      Performance
      Presentation
      Hypothetical
      Projects

8. Communicating

(One and two-way
communication within a
group, verbal, written and
communication. Arguing,
describing, advocating,
interviewing, negotiating,
presenting; using specific
written forms)

      Written presentation
       (essay, report, reflective
       paper etc.)
      Oral presentation
      Group work
      Discussion/debate/role
      Participate in a 'Court of
      Presentation to camera
      Observation of real or
       simulated professional

Variety in assessment

It is interesting to note
that the eight learning
outcomes listed above
would be broadly expected
of any graduating learner
from a higher education
program. Yet, when
choosing assessment
items, we tend to stay
with the known or the
'tried and true methods',
because they seem to
have the ring of academic
respectability, or possibly
because it was the way we
were assessed as
undergraduates ourselves.

From learners'
perspectives, however, it
often seems as if we are
turning them into 'essay
producing machines' or
                                                                             'examination junkies'.
                                                                             When choosing methods it
                                                                             is important to offer
                                                                             variety to learners in the
                                                                             way they demonstrate
                                                                             their learning, and to help
                                                                             them to develop a well-
                                                                             rounded set of abilities by
                                                                             the time they graduate.

NOTE: Both the assessment Criteria and the assessment methods applied to all the Unit and
Learning outcome. Each (the assessment Criteria and the assessment methods) does apply to
any of the Unit outcome as the case maybe.

Overall assessment criteria
Here is an ambitious description of the criteria for assessing each of the main
aspects of students' work on a health care (STIs) studies to degree level. It could be
developed further -- assessment criteria almost always can. But it gives staff and
students a very good start.
                                 Grade B+       Grade B                              Refer/Fail
                Grade A                                           Grade C
   Issue                         Or 60%-        Or50%-                             E-F(or 39% or
                Or 75% +                                        Or 40%-49%
                                   74%           59%                                    less)
                                Clear focus                    Some of the        Makes no attempt
             Module’s aims      on                             writing            to
                                              focused on
             and                module                         is focused on      address module
Relevance                                     aims and
to module
             themes are         aims and                       module             focus
             integral to the    themes of                      aims and themes    aims or themes of
                                              of the
             assignment.        the                            of the             the
                                assignment.                    assignment.        assignment.
                                Good clear
             Evaluation         evidence
                                              Evaluation       Some attempt at
             within             of                                             No attempt at
Extent of                                     reasonably       evaluation
             assignment         evaluation                                     evaluation
evaluation                                    well carried     within
             rigorous           carried                                        within assignment
                                              out              assignment.
             and appropriate.   out within
             Analytical and     Good          Evidence of      Limited            Unsubstantiated/in
             clear              developmen    findings         evidence of        valid
Quality of   conclusions well   tal           and              findings and       conclusion, based
reasoning    grounded in        shown in      conclusions      conclusions        on
             theory and         summary       grounded in      supported by the   anecdotes and
             literature,        of            theory/literat   literature and     generalisationsonl
              showing           arguments ure.                  theory.            y.
              development of    based
              new               on
              concepts.         theory/litera
            Assignment          Clear          Demonstrate
                                                                Some evidence
Application consistently        evidence       applications
                                                                of                 Lack of critical
of          demonstrates        of             of theory/
                                                                critical thought   thought/
criticism   application of      application    critical
                                                                and                analysis/reference
and         theory/critical     of theory/     analysis to
                                                                rationale for      to theory.
theory      analysis            critical       the
            integrated.         analysis.      topic area.
            Application of                     Begins, to
                                Appropriate                     Superficial        Failure to apply
            topic to                           show
                                application                     application        topic to
Application personal social                    application
                                to personal,                    to personal,       personal, societal
to          and                                to personal,
                                societal and                    societal and       and
practice    and professional                   societal and
                                professional                    professional       professional
            practice relevant                  professional
                                practice                        practice           practice.
            and innovative.                    practice
                                 Well-paced                     Speed of           Unsatisfactory
Oral          Excellent clarity,
                                 and clear                      delivery           speed
presentatio   pace                          Well-paced
                                 and                            and audibility     of delivery and
n             and confident                 delivery.
                                 confident                      fluctuate during   audit ability
skills        delivery.
                                 delivery.                      presentation.      in presentation.
                                               Some ability
                                evidence of                     Some ability to
             Excellent                         to
                                ability to                      facilitate         Inability to
Skill at     enabling                          stimulate
                                stimulate,                      discussion but     stimulate/
facilitating pacing and                        and facilitate
                                facilitate                      tendency           facilitate
discussion summarising                         discussion
                                and                             to miss            discussion.
             of discussion.                    or be
                                summarise                       opportunities.
            Clarity of          Thoughts       Language         Meaning
                                                                                   Purpose and
            expression          and ideas      mainly           apparent
                                                                                   meaning of
Clarity and excellent.          clearly        fluent.          but.... language
quality of Consistently         expressed.     Grammar          not
written     accurate use of     Grammar        and spelling     always fluent,
expression grammar and          and            mainly           grammar and
            spelling            spelling       accurate         spelling still
                                                                                   and spelling poor.
            professional/acad   accurate       and language     poor.
             emic                with fluent      fluent
             writing style.      fluent.
           Work shows a
                                 understandi      Demonstrate
                                 ng               s
           co-ordinated,                                         Attempts a          Fails to
                                 demonstrate      understandin
Understand grounded and                                          logical             demonstrate
                                 d in a           g in a
ing        reasoned                                              and coherent        understanding of
                                 logical,         style which
of subject understanding of                                      understanding of    the
                                 coherent         is logical,
           topic and its                                         the subject area.   subject/topic area.
                                 and              coherent and
           relevance to
                                 lucid            flowing.
Length                                                                               required length as
                                                                                     specified in
                                                                                     module guide.
           Referencing     Referencing
                                       es                        Referencing
           clear,          relevant
                                       and                       present
           relevant and    and mostly                                                Referencing
Referencin                             inaccuracies              but had
           consistently    accurate                                                  inaccurate
g                                      in                        inconsistencies
           accurate using  using the                                                 or absent.
                                       referencing               and
           the             Harvard
                                       using                     inaccuracies.
           Harvard system. system.
                                       the Harvard
                                 Insightful                      Appropriate
                                                  Most key
           Assignment            and                             selection
Choice and                                        theories
           demonstrates          appropriate                     of content/theory
use                                               included in                      Inaccurate or
           considerable          selection                       but
of content                                        work in                          inappropriate
           innovation            of                              some key
and                                               an                               content/theory.
           in the handling       content/theo                    aspects
theory                                            appropriate
           of content/theory.    ry in                           missed/misconst
                                 key areas.                      rued.
             Has developed       Ability to       Clear
             own ideas and       appraise         evidence
             justified using a   critically the   and            Little or no
             wide range of       theory           application    evidence            Evidence of some
Use of
             sources             and              of readings    of reading          limited reading
             of theories and     literature       relevant to    around              around the subject
             literature which    from a           the            the subject.
             has                 variety of       subject
             been thoroughly     courses,         within
             analyses, applied developing the text.
             and tested.       own
                               ideas in the

This is an Advanced level Diploma course that deals with both the
prevention and social management of STIs and other sexually transmitted diseases. It brings to
the limelight the complex and diverse nature of STIs and their impact on society, particularly the
poor. The programme consists of 10 modules
The Advanced Diploma is awarded only when all 10 modules have been successfully completed.
However, a student who completes 1 to 5 modules but does not continue with the programme
may apply for the award of a Diploma in STIs

A certification fee is charged for each award in these circumstances.
Students completing this course may proceed to higher education at UK or British
Commonwealth universities; for a post graduate programme.
This advanced programme trains participants to achieve skills at management level. Thus, the
course is suitable for people
who are already working in or intending to work in the healthcare sector and institutions or
related professions, such as charity organisations, government bodies, civil society organisations,
and faith based organisations, local authorities and other non-profit-making organisations as well
as business organisations
Course objectives

1. To equip students to prevent and manage STIs/HIV and AIDS patient.

2. Students will examine practical issues in people living with HIV and AIDS face and identify
coping strategies to help them live useful and productive lives.
3. To build the capacity of students to effectively develop STIs Preventive projects, be
introduced to effective project

management and project sustainability
The overall emphasis of course programme is based on prevention and equipping students with
preventive measures rather than cure or laboratory aspects
Entry requirements:
1)     Passes at GCE/GCSE plus qualifications in nursing or its equivalent and /or 3 years
relevant industrial experience or
           2) Passes at GCE O/L, GCSE plus 2 A/L
           3) Applicant is above 21 years of age hold GCE/GCSE with at least 3 years industrial
Training and experience in the Health Sector

All applicants must meet the English Language Requirements

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