BSc Primary Health Care Occupational Health Nursing by 2CxzIx


									                               School of Health

                          BSc (Hons) DEGREE



    Pathway Guide for Occupational Health Nursing

                      Academic Year 2004/ 2005

CONTENTS                                          PAGE

Core Options Occupational Health Pathway            4

General Information                                 5

Introduction to the Degree Programme                6

Teaching Staff Associated With the Pathway          7

Pathway Philosophy                                  9

The Aim of Learning Outcomes for the Pathway        11

Mapping out your Programme of Study                 12

Study Patterns                                      13

The Structure of the Pathway                        16

Outline of Modules                                  21

The Practice Component                              21

Assessment Schedule                                 22
Pathway Assessment Regulations                               24

Management of the Pathway                                    33

Keywords                                                     35

Marking Scale                                                39

Appendix 1: Specialist Practice Learning Outcomes            41

Core Option Modules:
Occupational Health Nursing Pathway

All four modules are required to complete the pathway

Module        Module Title            Module Credits    Status
              Critical Analysis of    15 credits        Must be studied
NH 3205       the Specialist
              Practitioner Role
              Occupational Health     15 credits        Must be studied
NH 3207       Principles and
              Management of the                         Must be studied
NH 3208       Working                 15 credits
              Health Policy in a                        Must be studied
SA 3008       Social Policy Context   15 credits

NAME OF INSTITUTION:   University of Wolverhampton

SCHOOL RESPONSIBLE     School of Health

ADDRESS:               Mary Seacole Building (MH Block)
                       Camp Street/Nursery Street
                       Tel: 01902 518600
                       Fax: 01902 518660

HEAD OF SCHOOL:        Professor Mel Chevannes

TITLE OF PATHWAY:      BSc (Hons) Primary Health Care Practice
                       Occupational Health

THE AWARD              Generic (GN)
                       Community Nursing in the Home, District
                       Nursing (DN)
                       Community Public Health Nursing, Health
                       Visiting (HV)
                       Occupational Health Nursing (OH)
                       General Practice Nursing (PN)
                       School Nursing (SN)

AWARD LEADER:          Milly Smith

PATHWAY LEADERS        GN            Milly Smith
                       DN            Dee Drew
                       HV            Ingrid Callwood
                       OH            Bashyr Aziz
                       PN            Hilary Paniagua
                       SN            Maureen Smith

Secretary:             Mrs Jan Anderson 01902 518612

DURATION OF PATHWAY:   One year full time
                       Two years part time


Welcome to the School of Health.

We hope that you will enjoy and benefit from your studies at the University of
Wolverhampton: we shall do our best to ensure that you do.

You are entering a programme of study that will lead to the pathway of BSc (Hons) Primary
Health Care Practice (Occupational Health Nursing). In addition to an academic
qualification some of you will be incorporating a professional qualification into your
programme. On successful completion of the Pathway programme you will be able to enter
your professional qualification as Specialist Practitioner in Occupational Health on the
Nursing and Midwifery Council (NMC) Register, and will be licensed to practise in that
field of Specialist Practice. You will also have acquired an academic degree with Honours

At the start of your studies at the University of Wolverhampton you will be given
information about the University in general and about your particular programme of study.
You will find maps of the campus, details of student facilities, and a lot of other useful
information. The pathway team of the BSc (Hons) Primary Health Care degree have prepared
this guide, which contains general information, but more specifically, is prepared for the
pathway for which you are studying. This pathway guide will familiarise you with the
structure of the pathway and the modules that are available for you to study. The regulations
under which the degree is conducted are of particular importance as they set the terms and
conditions that are associated with successful completion of the pathway.

Additional material will be given to you during your studies. In particular, at the
commencement of each module, you will receive a guide for the module and extra briefings in
relation to module assignments. This guide contains details about the practice element
attached to your pathway and information on the learning outcomes that you will be required
to achieve.

This student guide is an important document. You are asked to read it and use it
regularly in relation to the programme of study, University regulations and
professional requirements.

Teaching Staff Associated With the Pathway

NAME              SPECIALIST AREA OF             ROOM      EMAIL
                  TEACHING                                 PHONE EXTENSION
Milly Smith       Award Leader                   
                  Pathway Co-ordinator           MH214     x 8635
                  Generic Pathway
Bashyr Aziz       Pathway Co-ordinator,          
                  Occupational Health            MH113     x 8632
Dr Patricia       Postgraduate Co-ordinator      
Bond              Senior Lecturer                MH114     x 8637
                  Health Visiting
Ingrid            Pathway Co-ordinator,          
Callwood          Health Visiting                MH114     x 8638
Dee Drew          Pathway Co-Ordinator,          
                  District Nursing               MH113     x 8633
Steve Leary       Module Leader for Social       
                  Policy                         MC235     x 3426
Hilary            Pathway Co-ordinator,          
Paniagua          Practice Nursing               MH114     x 8639
Sarah Sherwin     Senior Lecturer                
                  School Nursing                 MH113     x 8634
Maureen Smith     Pathway Co-ordinator           
                  School Nursing                 MH113     x 8635
Liz Stevenson     Senior Lecturer, District      
                  Nursing                        WP103     x 8886

MH*** = Mary Seacole Building, City campus
WP*** = Boundary House, Walsall campus
MC*** = Millennium City Building, City campus

To call from outside the University, dial 01902 51 and then the four digit extension.

School Management Team

Dean of School        Professor Mel Chevannes

Associate Dean        Philip Begg

Associate Dean        Lorraine Ingleston

Divisional Leader
Primary Health Care   Carol Bailey


There are several considerations that underpin the development of this pathway and
influence its philosophy. Firstly the pathway is specifically for the development of
practice, and thus it must enhance and support practice. Secondly the arena of
primary health care is rapidly expanding and the programme of study must be
sensitive to changing needs. Thirdly, the pathway should provide personal as well
as academic development.

In order to attempt to reconcile these varied demands, a programme of study has
been developed that uses practice as the vehicle for learning. This enables you to use
the area in which you work to integrate academic skills and develop knowledge to
enhance practice. You should, as learning progresses, move through a process of
development that enables you to practise at increasing levels of sophistication.

Roles in primary health care have, in recent years, altered and become more diverse.
This award offers ample evidence of the diversity of skills and knowledge that are
needed to provide effective primary health services. Specialist knowledge, which
facilitates expertise, is evident through each of the pathways. The award team are
also mindful of the need to blur those aspects of practice that are common to all
pathways in order that each specialist may also feel able to operate across
professional boundaries and with other agencies, where judgement dictates that this
is appropriate. The core and specialist modules have been designed to facilitate
generalist, specialist and multi- agency approaches.

Health care is developing and many of the changes that are occurring are moving
the boundaries of traditional practice. The Scope of Practice that is now incorporated
within the Code of Professional Conduct (NMC June 2002) affords support from the
NMC that allows great opportunity to move into new spheres of practice. Health
professionals who take up challenges and opportunities in practice must do so by
taking accountability and responsibility for their practice. The pathway supports
professional progress by developing professional awareness and decision-making.

The needs of employers have been considered by incorporating current health policy
to address varying health need. Practitioners are increasingly operating in different
ways. Thus, the pathway aims to meet the demands made by the health service to
educate people who can be effective practitioners in the current marketplace and in
the future. To be an effective practitioner has greater connotations than the ability to
be skilful. It also includes the need to be clinically effective, to be able to instigate
innovation and change and have the ability to carry ideas though to fruition. These
attributes are part of the definition of a specialist practitioner (UKCC 1998).

Education should bring personal growth and this will be supported though teaching
and learning strategies. As a student in higher education you are seen as a partner in
the educational process, and as having responsibility for your learning. The award
team will support and facilitate your professional and educational development.


NMC (2002) Code of professional conduct. London: NMC.
UKCC (1998) Standards for specialist education and practice. London: UKCC.

The Aim of the Pathway
The aim of the pathway is to provide a programme of education in theory and
practice that develops higher levels of decision-making and enables the monitoring
and improving of standards of health care through supervision of practice, clinical
audit, development of practice through research, teaching and the support of
professional colleagues, and the provision of skilled professional leadership.

(Adapted from the UKCC Standards for Specialist Education and Practice, April

Learning Outcomes
Learning outcomes are written for each module, and by the end of the module you
should have achieved them. Learning outcomes for each module are associated with
those that are specific to the subject (subject specific outcomes), for academic
development (generic academic outcomes) and those that help you to acquire life
skills (key skills).

Module learning outcomes are linked to the NMC learning outcomes for Primary
Health Care, which are provided at APPENDIX 1. These are expressed as common
core outcomes that are applicable to all community specialist practitioners, and
outcomes that are specific to each specialist area of practice. The broad areas under
which Specialist Practice learning outcomes are expressed are those of:

      Clinical Practice
      Care and Programme Management
      Clinical Practice Development, and
      Clinical Practice Leadership


You are enrolled on a course leading to an Honours degree and the modules you
will study will be determined to a large extent by the NMC, which accredits the
professional aspect of the programme.

You will be required to submit a completed module registration form at the
beginning of your studies. When you receive this form during induction you may
find that some modules have already been registered for you. Other forms will be
blank. You will be asked to enter correctly details of all the modules you will
undertake during your first period of study. You should register on a programme
you believe to be valid (one which, if you are successful, provides you with the
necessary credits for your chosen pathway) and which allows you to attend
lectures/workshops/practical/seminars according to the University timetable. The
Academic Counsellor's signature on this form will indicate that you have taken all
necessary steps to design your programme, but will not indicate that it is valid.

The form you complete will be used to register your programme of study on the
University's Students’ Information Technology System (SITS). You should take all
opportunities presented to you to ensure that your registration is correct.


The University's academic year is divided into 2 semesters of equal length for the
purposes of teaching but recognises the normal breaks associated with traditional
holidays in December/January, March/April and July/August (see the academic
calendar in this guide). You will be studying 8 modules. As this award involves
practice, a period of 10 weeks of practice at the end of the taught programme will
consolidate the course of study.


Semester 1

Week Beginning       University Week               Semester Dates
Monday                         4                   Induction and enrolment
20 September 2004
Monday                         6                   Start of Semester 1 teaching
4 October 2004
Friday                         16                  End of term
17 December 2004
                    CHRISTMAS VACATION

Monday 10                      20                  3 weeks practice placement
January 2005


Semester 2

Week Beginning                              Semester Dates
Monday                         24           Start of Semester 2
7 February 2005
Monday                         31           Easter Study Leave
28 March 2005                               (2 weeks)
11 April 2005                               3 Teaching weeks
Monday                                      Practice placement (3 weeks)
23 May 2005

Monday                     42           Integrated practice (10 weeks)
13 June 2005                            Plus 2 weeks annual leave

Monday                     53           Final Week.
29 August 2005                          Pathway completes on Friday
                                        2 September 2005

NB Bank Holidays:

Monday/Tuesday 27/28 December 2004, Christmas/Boxing Day;
Wednesday/Thursday/Friday, 29/31 December 2004 Concessionary Days.
Monday 3 January 2005 New Year;
Friday 25 March Good Friday, Monday 28 March Easter, Tuesday 29 March
Concessionary Day;
Monday 2 May May Day; Monday 30 May Spring Bank Holiday, Monday 29 August
Summer Bank Holiday.


The pathway is designed to accommodate students on a full and part-time basis.

Full time students
The course will run over one full year;
You will study 4 modules each semester over two 12-week semesters;
A 10-week period of Integrated Practice will follow semester 2.

Part time students
The course will run over two full years;
You will study two modules over two periods of 12 weeks;
A period of 10 weeks Integrated Practice will follow semester 2 in the second year of
your programme.

Each module will have a minimum of 36 hours directed activity. Such activity can
include lecturing, seminars, workshops, role-play, computer activities etc. The
remaining 114 hours of study will include private study, personal tutorials and
research activity.

Theory and practice
This pathway carries equal emphasis on theory and practice. Practice placement is a
feature of each week and is consolidated during three weeks of placements at the
end of each semester.

Module assessment is applied to practical situations to ensure an appropriate
theory/practice balance is achieved.

Learning outcomes for each module must be addressed in practice to facilitate the
critical application of knowledge in everyday practice. Module learning outcomes
are therefore restated in the practice document and need to be verified as being
satisfactorily addressed in practice.

Outline structure of the pathway

Semester 1                                 Semester 2                        Semester 3
  Monday      Study     or placement          Study       or placement
  Tuesday     Study     or Placement           Study      or placement
Wednesday     Core      or Core option         Core       or Core option
              module       module              module        module          10 weeks
 Thursday     Study     or placement           Study      or placement

  Friday      Core           Core option       Core           Core option
              module         module            module         module

2 days taught modules per week
1 or 2 days practice
1 or 2 days study
10 weeks of integrated practice with some University attendance
Study programme each week: 2 core modules
                                2 core option modules

1 study day per week
Practice during the normal course of duty with specific time programmed to spend
with a practice teacher/mentor.
Negotiated study time (suggested half a day per week)
10 weeks of integrated practice with some university attendance at the end of year 2.


Core modules will be common to all students undertaking the BSc (Hons) Primary
Health Care degree and students will be required to take these modules in the
semesters determined by the course team. It is the combination of core and core
option modules that make this course appropriate for your pathway. Pathway needs
are developed in core and core option modules through seminar work and tutorials.

Semester        Module               Day/time           Part time students

1               Issues in Public     Friday am          year 2
1               Research Proposal    Friday             year 2

2               Collaborative       Wednesday am        year 1
2               Innovating          Friday pm           year 2
                Practice in Primary

Title of Module:                     Issues in Public Health
Code:                                HL3026
Module Leader:                       Jean Brant
Primary Care leaders:                Dee Drew, Maureen Smith
Brief description of module:
The module develops knowledge in a broad range of public health related areas
assisting students to critically evaluate evidence in public health and approaches to
improving the health of populations
Essay 3,000 words

Title of Module:                    Research proposal
Code:                               NH3051
Module Leader:                      Chris Clinch/Patricia Bond
Brief description of module:
This is the first of two research modules both of which focus on using research to
advance clinical practice. The module enables you to prepare a detailed research
proposal which provides an opportunity to demonstrate sound knowledge of the
research process. The proposed research will be relevant to your particular area of
Assessment: Research Proposal

Title of Module:                  Collaborative Working
Code:                             NH3201
Module Leader:                    Ingrid Callwood

Brief description of module:
This module aims to critically analyse the philosophy of collaborative working. The
module will use the experience from the various backgrounds of the students in
order to explore and enhance the practice of collaborative working. Encourage role
appreciation and the values of different health and social care cultures.
Apply theoretical perspectives and practical application within context
1. Seminar critically analysing a collaborative infrastructure within the workplace.

2. Analysis of a scenario from practice showing the students personal contribution to
collaborative working

Title of Module:                   Innovating Practice in Health Care
Code:                              NH3203
Module Leader:                     Bashyr Aziz
Brief outline of module:
This module prepares health practitioners to examine current areas of
practice in order to identify and develop strategies for change.
Written report 3,000 words


The core option modules will be those required for each pathway but need not be
unique to the pathway. For example, the Social Policy module could be taken by
students following either the Health Visiting pathway or the Occupational Health
Nursing pathway.

Each pathway has identified the specialist modules which form the raison d’être for
the discipline. Some pathways are prescribed, whereas others offer choice in the
modules undertaken. These modules will be explained under the individual
pathways. The modules for your pathway are as follows:

PATHWAY: Occupational Health

Semester     Module                             Day/ time    Part time
1            Occupational Health: Principles    Wednesday am year 1
             & Practice
1            Social Policy                      Wednesday         year 1
2            Management of the Working          Wednesday         year 2
             Environment                        pm
2            Critical Analysis of the           Friday am         year 2
             Specialist Role

Title of Module:           Occupational Health: Principles and Practice
Code:                      NH 3207
Module Leader:             Bashyr Aziz
Brief description of module: The module aims to advance the student’s expertise in
occupational health, exploring concepts, models and principles.
3000 word essay.

Title of Module:                   Health Policy in a Social Policy Context
Code:                              SA3008
Module Leader:                     Steve Leary
Brief description of module:       The module aims to enable health visitors, school
nurses and occupational health nurses in particular (and other professionals who
work in health care) to argue that, for Health Policies to be successful at reducing
health inequalities, a broader Social Policy context should be embraced.
Assessment: 1500 word essay (40%) + 2500 word project (60%).

Title of Module:                 Management of the Working Environment
Code:                            NH 3208
Module Leader:                   Bashyr Aziz
Brief description of module:
The module will enable the student to evaluate the effects of hazards at work on
health and well-being.
1. A 2000 word report on a hazard, in the form of a risk assessment (70%).
2. Presentation to peers, based upon risk assessment of a hazard at work (30%).

Title of Module:            Critical Analysis of the Specialist Practitioner Role
Code:                       NH 3205
Module Leader:              Hilary Paniagua
                            Bashyr Aziz
Brief description of module:
The module aims to generate specialist practitioner knowledge within the reality of
primary health care. It further aims to develop insight and skills to enable the
student to understand and strengthen their role.
Assessment: 3,500 word essay.


Semester 3

Practice is an integral part of this pathway. The practice component features
throughout the pathway to make up the 50% time component that is allocated to
practice. The pathway is completed with a ten-week period spent in practice where
you carry out your full role. This time is for the integration of theory and practice
learning, and the examination of the totality of your Primary Health Care role.

                 Integrated Practice
Normal           This period of 10 weeks is practice-based and encourages the
working week     integration of all course learning into your area of practice. In this
other than       way it facilitates the development of a sophisticated perspective on
organised        the critical application of nursing in each specialist area of practice.
pathway study    Assessment:
days             Evidence of learning during this experience is documented in the
                 practice book. This forms the final contributions to the document
                 and needs to critically appraise the integration of a broad range of
                 theory in practice.

Each module is addressed in relation to its application to practice. Module
assessment always asks you to relate module theory to your specific area of practice.
Some assignments will be written accounts of theory-practice relationships. Other
assignments will ask you to carry out a task in practice or share knowledge with
your colleagues. Throughout the pathway the focus on teaching and assessment will
be that of theory practice relationships. Critical application of knowledge from
taught modules is the means by which practice becomes informed and improved.

From the start of your studies you will have a practice document. This document
will explain the learning outcomes and competencies that must be achieved for
successful completion of the professional aspects of the pathway. It is essential that
your achievement of competencies can be verified, and the practice document
explains how you can provide evidence of your achievements. Your practice
educator/mentor plays an important part in the verification of the competencies of
professional practice.

Criteria have been developed around appropriate expertise and academic
qualifications of Practice teachers/mentors. This is to facilitate a valuable learning
experience in practice.

Your practice teacher/mentor must be approved by the pathway leader.
(Occupational Health Nursing)

You may find this table useful to plan your study

Semester One              Assessed by               Submission   Proposed
                                                    Date         completion date
Occupational Health:      3,000 word essay.         End of       14 January 2005
Principles and Practice                             semester 1

Social Policy             1,500 word essay          End of       14 January 2005
                          2,500 word project        semester 1

Issues in Public Health   Essay 3,000 words         End of       14 January 2005
                                                    semester 1
Research Proposal         Research proposal         End of       14 January 2005
                                                    semester 1


Semester Two             Assessed by            Submission   Proposed
                                                Date         Completion
Collaborative       1 Seminar presentation      End of       Friday 20 May
Working             analysing a collaborative   Semester 2   2005
                    2 Written assignment
                    developing the seminar.
                    (2500 words)
Management of the   1. 2000 word report on a    End of       Friday 20 May
Working Environment hazard at work              semester     2005

                         2. Presentation        Weeks 11
                                                and 12
Innovating Practice in   A written report       End of       Friday 20 May
Primary Care             3,000                  semester 2   2005
(Independent Study)
Critical Analysis of     3,500 word essay       End of       Friday 20 May
the Specialist Role                             semester 2   2005


University Regulations
The assessment of the pathway follows University Regulations and for Specialist
Practice students meets the requirements of the NMC. The general University
Regulations can be found in the Academic Regulations handbook, and they can be
accessed on the University web site at

Independent Study and Project Modules
All Honours students must take and pass a level 3 module that provides evidence of
an ability to undertake self-directed independent work under supervision. This is
the module Innovating Practice in Primary Care.
Independent study and project modules allow you the opportunity to follow specific
interests and develop independent work of your own that may not be met by the
taught modules available.

Completing the Pathway
The study period for your degree is one year for the full time pathway or two years
for the part time pathway. Should you need additional time to complete your studies
you must in the first instance obtain written agreement from your employer.
University regulations allow a maximum registration period of the length of time for
your programme plus two years for completion. If you have not completed in this
time you will be unable to continue on the programme.

There are special arrangements for absence because of illness, serious personal or
family issues. These are dealt with in this document under the heading Extenuating

Credit Requirements for your BSc (Hons) Primary Health Care Practice

In order to qualify for your pathway you must complete all coursework, pass all
the modules and have your competency in practice verified.

Credit Requirements for the Award
You are required to study 8 modules, which accrue 120 level 3 credits. You may be
reassessed once in a module. Thus you must pass the module at the second attempt.
The regulations for this pathway allow up to four modules to be retaken. You may
not exceed this number of retakes. If you fail a fifth module you will not be able to
continue with the Primary Health Care pathway. These strict regulations have been
set to protect professional practice.

These regulations allow you to redeem failure if you have made a mistake or have
struggled in a module. However, you should note that if you fail a module with an
E or an F grade you will not obtain any credit for the module. As this is a
professional pathway compensation for marginal failure is not allowed. You must
obtain the credits required for the Pathway by passing the requisite number of

You should complete all module assessment in the following timeframe:
 One year (full time students)
 Two years (part time students)

It may be possible to extend this time in exceptional circumstances but this will
require agreement from your employer. The University Regulations permit a
maximum period of one additional year to complete the pathway.

If you would like further advice on these matters please see your Academic
Counsellor or contact the Assessment Unit of the Registry.


The way in which your learning will be assessed will be stated in the module guide
you receive at the beginning of each module. It will tell you whether you will be
required to sit an examination, submit coursework or complete practicals or
presentations. Some work you will complete will be individually assessed, but other
assignments will be undertaken by you with your peers, as groupwork.

The assessment you complete may include several components. You will be
required to obtain a minimum grade of D5 in each component to pass the module.

Each assessment component will be weighted and its weighting will be used to
calculate the overall grade you will be awarded for the module. If you do not
submit assessment, or submit assessment late without just cause, you will be given
an FO grade for that component of assessment.

In order to pass a module you will need to gain a minimum overall D5 grade.
D grades are awarded to students who have submitted assessment which is
C grades will indicate that your performance is average to good;
B grades are given to you if your performance is above average to very good;
A grade will be awarded for outstanding performance.

An E grade indicates that you have marginally failed the module and may resit the
assessment component you failed at the next available opportunity, if you have
sufficient opportunities left to redeem failure. Any changes to your programme will
have to be approved by an academic counsellor.

If you receive an F grade you will be required to retake the module to redeem
failure, i.e. take all assessed work again when the module is next offered for study
(or within 2 years). As this pathway is closely linked to higher levels of health care
practice, you will normally not be allowed to retake a module. This will only be
permitted in exceptional circumstances and will need to be agreed by the award
leader, pathway co-ordinator and your employer.

You must register your intent to resit or retake a module so that it is recorded on
your programme of study. Failure to register this intent by the appropriate date will
result in your being denied credit for work you submit.

If you resit a component the maximum grade you will be granted for the assessed
work, if it is of a satisfactory standard, will be a D5. This grade will be aggregated

with grades awarded for any passed components to produce your overall grade. If
you fail a resit you will be required to retake the module in order to redeem failure.

If you retake a module there will be no restriction on the grades you will be awarded
for assessed work. You must retake a module when it is offered on the University
timetable. When you resit or retake a module the credit value of the module will be
added to the total number of credits you have studied.

The grades you are awarded for modules will give you an indication of the standard
you are achieving. The modules required for you to graduate will include all core
modules and all designated core option modules.

To be eligible for the Specialist NMC professional award you must pass all of the
eight modules in your programme of study.

If you are studying a standard Honours degree the Award Assessment Board will
normally take the 7 best of your grades into consideration. However, your grade for
the Independent Study module must be included in the grades submitted for
classification. These grades will be used to calculate your average and this will
determine the class of your degree. If your average falls into a borderline range, the
Award Assessment Board will use pre-determined criteria to determine your degree
classification. However the Board has the discretion to make whatever Award is
appropriate and fair within the scope of the University Regulations and this
discretion extends to the consideration of extenuating circumstances.

Verification of learning outcomes and competencies in practice
As this pathway carries a professional qualification you must have your
achievement of the specified learning outcomes and competencies for practice
verified by a practice educator/mentor. If you fail to meet the requirements of
practice you will be unable to achieve this professional qualification. You must be
deemed competent in all the learning outcomes stated in the practice document.

If you fail a programme component designed to test professional as opposed to
academic competence the Pathway Assessment Board may exceptionally withdraw
your general right of reassessment.

Failure to achieve the requirements of the BSc (Hons) Primary Health Care
Practice (Occupational Health Nursing)
If you do not fulfil the assessment criteria specified above you will be unable to gain
BSc Primary Health Care (Occupational Health Nursing) You may however transfer
the modules to a non-professional pathway, for example the BSc Professional
Studies. Additional work may be required in order to satisfy the requirements of
other pathways. The BSc (Hons) Professional Studies is an academic award which
does not include a professional qualification.


If you experience illness or other serious personal difficulties which affect your
ability to undertake or complete assessed work, you must notify the University on
the appropriate form. This form is available from an academic counsellor whom you
should see immediately unless it is impossible for you to attend the University.
Forms are also available at Registry offices.

If you need to seek an extension to the published deadline for an assignment you
must see an academic counsellor at least one week before the submission deadline.
The academic counsellor will discuss with you the implications of your request and
assess its validity against University criteria.

To support your claim you must provide:
Written evidence from a member of the medial profession, member of University
staff, officer of the students' union or outside agency e.g. Police, Social Worker,
Citizen's Advice Bureau, Church, Temple etc.
a detailed written statement explaining the nature of your difficulty.

If the academic counsellor supports your request you will complete a University
form AU033 together before you discuss a new deadline with your module leader or
nominated member of staff.

Please note that only in very exceptional circumstances will a request for extension
be granted after a submission deadline. If you do not submit coursework on time
(including attending for an individual or group presentation) and you have not
applied correctly for an extension you will receive an FO grade. If you do not
submit assessment by a revised deadline you will receive an FO grade.

If your circumstances prevent you from sitting an examination or have seriously

affected your performance over the year you should complete an AU034 form. This
form is used to notify your Pathway Assessment Board of your circumstances when
it reviews your performance. The Pathway Assessment Board, or one to which it
delegates responsibility for assessing claims, will review your claim using University
criteria. This form, together with your supporting evidence as listed above, must be
submitted to your Campus Registry at least one week before the assessment board
meets together with your supporting evidence, as listed above. Your Campus
Registry will be able to advise you of the precise date by which the form must be
submitted. Only in very exceptional circumstances will the Board consider claims
for extenuating circumstances retrospectively.

Information about personal circumstances submitted on or with forms AU033 or
AU034 will be treated as confidential documents at all times, and held in a
confidential file for the duration of your programme, after which it will be
destroyed. However, if you prefer not to commit sensitive information about your
personal circumstances to paper, you should discuss this with your academic
counsellor or with a member of the University Counselling Services. A form will
then be completed without the full details being recorded.

If your request for extenuating circumstances is accepted by your Pathway
Assessment Board, you will normally be granted an opportunity to take the
assessment for modules in which you are referred as if for the first time, and without
penalty. You will normally take this assessment at the next available opportunity
but you may exercise your right to redeem failure within two years. If you wish to
submit assessment you must register this intent so that it is recorded on your
programme of study and on SITS. If you do not register, normal penalties will be
applied. If you pass modules for which the Board accepts your evidence, this will be
noted and the evidence will be used by the Board in determining the class of your
degree if you are a borderline candidate.

If you would like further advice on these matters please see your Academic
Counsellor or contact the assessment unit of the Registry.

As this is a professional pathway it is imperative that you achieve the breadth of
study that is covered in the programme. To achieve this you must attend all sessions
in each module. Should you have a genuine reason for non-attendance you must
notify the pathway leader. Module attendance will be monitored. Failure to attend
for 80% of the programme will mean that you will not be eligible for the award as
you will have missed parts of the programme that enable the NMC learning
outcomes to be ratified.


The University Appeals procedure applies only to the decisions of Assessment
Boards of the University. Where examinations or other assessments are organised
externally, the University has no powers to reconsider assessment decisions.

The purpose of the appeals procedure is to enable a student who believes that he or
she has a case under the regulations to query a published decision of an Assessment
Board (including a decision which requires the student's withdrawal from his or her
programme on academic grounds) to request a review of that decision.

Feedback on Grades
You will be provided with written comments on your assessed work by the internal
examiner. Comments will be made in the text of written work and on feedback
sheets that are returned with your work. If you do not wish to have comments
written in the text of your work please notify the module leader.

A student wanting feedback on an individual module grade or assessment decision,
should discuss this with his/her module leader, or pathway leader (as appropriate).

How to Appeal
A student considering a formal appeal under the procedure is advised to discuss the
matter with the Academic Affairs Officer of the Students Union. If the student then
decides to appeal he or she should write to the University Appeals Officer as soon as
possible, and no later than three months after the publication of the challenged
decision, stating the grounds for appeal and enclosing any relevant documentary

Grounds for Appeal
There is no right of appeal against the academic judgement of an assessment board.
The only grounds for appeal are either of the following:

a)    material error or irregularity, for example an administrative error or
      irregularity in the assessment decision being queried by the student; or

b)    illness, bereavement or other extenuating circumstances. In such a case, the
      student would need to demonstrate very strong reason's why s/he was

      unable to disclose the problem(s) at the time the assessment took place, rather
      than after the Board had met.

Further Information
The full Appeals procedure can be found in Section 7 of the University Academic
regulations for students, available from Campus Registries or from all Campus
Learning Centres.


Cheating is defined as any attempt by a candidate to gain unfair advantage in an
assessment by dishonest means and includes all breaches of examination room rules,
impersonating another candidate, falsifying data and obtaining an examination
paper in advance of its authorised release.

Types of Cheating
Plagiarism is defined as incorporating a significant amount of unattributed direct
quotation from, or unattributed substantial paraphrasing of, the work of another.

Collusion occurs when two or more students collaborate to produce a piece of work
to be submitted (in whole or in part) for assessment and the work is presented as the
work of one student alone.

Where an offence is admitted, or an independent panel decides that cheating,
plagiarism or collusion has occurred, a penalty will be imposed. The severity of the
penalty will vary according to the nature of the offence and will range from failure
of the assignment under investigation to a restriction of the pathway a student may
ultimately achieve, if successful, to that of the intermediate pathway which preceded
the pathway for which the student is registered when the offence is committed.

Further Information
Full details of the University's regulations and procedures concerning cheating,
plagiarism and collusion can be consulted in Section E11 of the University Academic
regulations for Students, which are available in Campus Registries or from the
Campus Learning Centres.


The University of Wolverhampton is committed to providing high quality services
to a wide range of students and many other clients regardless of their gender, creed,
race or nationality. The maintenance of quality systems to assist teaching and
learning activities and ensuring optimal efficiency of the institution's support system
is a major commitment. If the University is to be successful in achieving a client
centred and "do-it-right-first-time" culture it is important that you, the client, feel
able to express dissatisfaction and have confidence that your complaint will receive
timely and appropriate attention.

As part of the ongoing commitment to Total Quality Management, the University
has introduced a complaints procedure whereby students, staff and all other clients
of the University's services are able to register any dissatisfaction they may have
regarding the service they have received. Where practicable, every effort will be
made to respond to named complainants within a twenty eight day period. All
complaints will be carefully monitored and, where appropriate, quality
improvement measures introduced. The operation of the complaints procedure will
be monitored and reviews published.

It is not intended that this complaints procedure extend to cover the University's
existing Academic Assessment Appeals, staff grievance or racial/sexual harassment
and discrimination procedures. Academic Assessment Appeals against assessment
decisions must follow the relevant procedure set out in the Student Codes of
Conduct lodged in School and Campus Registries. If satisfaction is not received
from the relevant School, Department or Unit the matter should be referred to the
Assessment Unit in the University Registry.         Similarly, staff grievance or
racial/sexual harassment and discrimination complaints should also follow the
relevant University procedure.

Forms can be obtained from Campus Registries and from University Learning


Your pathway is managed through mechanisms that are approved through the
University quality assurance systems.

Equal Opportunities
University policy and practice is concerned with the prevention of both+ direct and
indirect, overt and covert discrimination, and the promotion of justice and equality.
The University seeks to promote equality of opportunity for all and to eliminate
discrimination particularly on the grounds of colour, sex, ethnic origin, age, physical
disability, religion and socio-economic background. The University requires staff,
students and visitors to behave in a non-discriminatory manner and to support,
implement and develop institutional practices and procedures that promote and
reinforce equality of opportunities and treatment for all.

The Award Management Committee has student representatives and provides a
forum for staff and students to work together for the effective organisation and
delivery of the pathway.

Programme and pathway monitoring is carried out through evaluations of each
module, practice and the entire pathway. This offers the opportunity for your views
to be stated. The collective view from the student group is considered by the
pathway team and contributes to changes and developments in the pathway.

Personal Tutors
Your Personal Tutor will normally be your pathway co-ordinator or a senior lecturer
who has experience in your area of practice. You will be notified of your Personal
Tutor at the beginning of your studies. Personal Tutors provide the first line of
academic counselling available to you and are responsible for discussing your
modules, performance and study technique. Personal Tutors should also provide
counselling on any problem that you experience as a part of your study. If
appropriate, and with your consent your personal tutor may act on your behalf to,
liaise with the Pathway Leader or Student Services. The Personal Tutor should be
able to represent your interests during discussions with members of the pathway
team at examination boards, or with any University authorities.

Student Services
A professional and confidential counselling service is available from the University
student services. The telephone number for this service is: 01902 322572

Indemnity Insurance
The NMC (Nursing and Midwifery Council) recommends that a registered nurse,
midwife, or health visitor, in advising, treating and caring for patients/clients, has
professional indemnity insurance. This is in the interests of clients, patients and
registrants in the event of claims for professional negligence.

Some employers accept vicarious liability for the negligent acts and/or omissions of
their employees. Such cover does not normally extend to activities undertaken
outside the registrant’s employment. Independent practice would not normally be
covered by vicarious liability while agency work may not. It is the individual
registrant’s responsibility to establish their insurance status and take appropriate

In situations where employers do not accept vicarious liability, the NMC
recommends that registrants obtain adequate professional indemnity insurance. If
unable to ensure professional indemnity insurance, a registrant will need to
demonstrate that all their clients/patients are fully informed of this fact and the
implications this might have in the event of a claim for professional negligence


Academic counsellor: The member of staff allocated to a student to advise on
academic matters, particularly programming.

Assessment Boards: The bodies responsible for making decisions about students'
performance in the modules they have studied. Boards meet at the levels of Subject
and Award.

Pathway: The final or intermediate qualification for which a student has registered
and/or is considered by the Assessment Boards.

Campus Registry: The administrative office which retains your records and which
should be your first point of contact for any queries about your studies.

Core Module: A module which must be studied and passed for a titled Pathway.

Core Option Module: A module that contributes to the pathway. The core option
modules may differ for each pathway. Some pathways offer an element of choice in
the core option modules that may be included to make up the pathway. Other
pathways (particularly those associated with an NMC qualification) have prescribed

Co-requisite: A module which must be studied in the same semester as, and
together with, another module with which it is co-requisited. Separate credits are
awarded for the co-requisites.
If a module specifies a pre-requisite, then any co-requisites are normally also pre-
requisites for that module.

Credit rating a module: the number of credits obtained by passing the assessment
requirements of the module. A full-time student normally studies modules to the
value of 120 credits per year. A standard University module is weighted at one
eighth of a full-time year, i.e. the standard module = 120/8 = 15 credits. Each
module normally generates a total of 150 hours' study time. Class contact accounts
for the time spent in modules, approximately 36 hours. The remaining hours of
study are accrued from reading, academic tutorials and preparation of assignments

Deferral: The delaying to a later date of an Examinations Board decision on a
student as a result of incomplete assessment or other cause.

Director of Studies: Member of staff responsible for co-ordinating the arrangements
made for induction, academic counselling, programme planning and other aspects of
the student life-cycle.

Grade Point Scale: The scale upon which grades are awarded to all items of
assessed work . See page 44.

Honours classification: Honours degrees are divided into four classes, First, Upper
Second, Lower Second and Third.

Levels of study: There are three levels of study offered on the scheme: level 1;
level 2; level 3.

The characteristics of differing levels are:
Level 1 modules include providing an introduction to the character and activities of
a subject and to the basic skills required for subsequent study in the subject. This
level is gained through your Registration as a nurse.

Level 2 modules are concerned with developing the acquisition of skills,
methodologies, principles and knowledge in a subject. This level is studied to enable
you to access the Primary Health Care pathway. You enter your studies in the
University at Level 3.

Level 3 modules offer the opportunity of greater breadth or depth in the subject with
a particular emphasis on the development of independent thought, the synthesis of
issues of increasing complexity or more sophisticated conceptualisation.

Module: A separately assessed fraction of a programme. The standard unit of
learning is worth 15 undergraduate credits and involves 150 hours of work. (See
Pace of Study)

Module Guide: The detailed description of a module's content and assessment.

Module Leader: The member of staff responsible for the organisation of a module.

Pace of Study: The rate at which credits are studied at the University. This is
normally defined by the number of credits studied during a semester or an academic
year: for full-time students the minimum is 45 credits a semester/90 credits a year;
the normal pace is 60 credits a semester/120 credits a year; and exceptionally a
student may study for more than 60 credits a semester.

Part-time students may study for up to a maximum of 90 credits per year.

Personal Tutor: An alternative way of referring to an academic counsellor.

Pre-requisite: A module which must be studied and passed to qualify to study a
subsequent module.

Re-Assessment of Coursework: The requirement following failure of a module
with an E grade to re-present all or part of the module's coursework assignments.
The maximum grade that a re-assessed part of the module can be awarded is D5.
The D5 is then added to the original grades obtained to produce an overall re-
assessment grade.

Referral: the delaying to a later date of an Examinations Board decision on a student
until the results re-assessed or re-sat modules are known.

Re-sit: The requirement following failure of a module with an F grade to re-study all
of the module in a subsequent semester. A maximum grade is not imposed on a
repeated module.

Pathway Co-ordinator: The member of staff responsible for the organisation of a

Semester: A period of fifteen weeks, currently comprising one week for induction
and counselling, 12 weeks of class contact and for this programme a period of
practice placement of approximately two weeks.

Student-staff Liaison: Informal meetings of students and staff to consider the
operation of the scheme.

Study time: The notional time which a student will need to spend to complete the
study requirements of a programme or module. The time includes all class contact
and all private study. Each credit module involves 150 study hours (10 hours per

Word Limits
A maximum word limit will be provided for each assignment. Students are asked
to state the number of words used on the front page of assignments in order to
encourage students to write concisely and to prevent some students from being
given credit for superior work produced as a result of exceeding the word limit.
Where students have produced work that clearly exceeds the word limits the
lecturer concerned has the right to reduce the mark by one grade.

Plagiarism is a serious offence. All students are requested to sign and attach a
University denial of plagiarism form available from the module leader at the
beginning of their work prior to submission.

Procedure for appeals by students
The appeals procedure is found in the University Academic Handbook of Principles,
Regulations and Procedures. Section E10. The appeals procedure may be used
should you have a grievance over a published decision of an Pathway Assessment
Board and enables a review of that decision to be taken. Appeals cannot be made
against academic judgements.

The following scale is used for marking your work and is common to all
University Pathways

Grade Points used for Assessment

A16         Outstanding performance         Pass
A15         Outstanding performance         Pass
A14         Outstanding performance         Pass
B13         Above average – very good       Pass
B12         Above average – very good       Pass
B11         Above average – very good       Pass
C10         Average – good                  Pass
C9          Average – good                  Pass
C8          Average – good                  Pass
D7          Satisfactory performance        Pass
D6          Satisfactory performance        Pass
D5          Satisfactory performance        Pass
E4          Compensatable fail              See section 7.5
F3          Uncompensatable fail            Fail
F2          Uncompensatable fail            Fail
F1          Uncompensatable fail            Fail
F0          Uncompensatable fail            Fail, and no resit allowed

DNA         Did not attempt
NYC         Not yet completed


This guide contains a great deal of information. It should provide a clear picture of
the pathway that you are studying. Further help and advice is always available and
the pathway team encourage open discussion on pathway issues.

Read the guide carefully and use it in conjunction with the University regulations so
that you are as fully briefed as possible on all matters relating to the Pathway, the
Pathway and the University. If you have any doubts or queries you should
immediately take them up with your Personal Tutor, the Pathway Leader, the
Pathway Leader or any other member of the team.

The Pathway team hope that you will enjoy your studies and we wish you well.


Standards for specialist community nursing education and practice

   13 Common core learning outcomes
      Whilst the content of the programme of education should be adapted to the
      relevant area of community nursing practice, the following are pertinent to all
      The nurse should achieve the following core outcomes:

      Clinical nursing practice

      13.1   assess the health and health related needs of patients, clients, their
             families and other carers and identify and initiative appropriate steps
             for effective care for individuals, groups and commitments;

      13.2   plan, provide and evaluate skilled nursing care in differing
             environments with varied resources. Specialist community nurses must
             be able to adapt to working in people’s homes and also small
             institutions, health centres, surgeries, schools and places of work;

      13.3   support informal carers in a partnership for the giving of care. The
             majority of care in the community is given by informal carers. They
             need guidance, support and resources to carry out tasks so that there is
             continuity of care for the patient;

      13.4   assess and manage care needs in a range of settings. These are complex
             activities which call for informed judgement to distinguish between
             health and social needs recognising that the distinction is often a fine,
             but critical one;

      13.5   provide counselling and psychological support for individuals and
             their carers;

      13.6   facilitate learning in relation to identified health needs for patients,
             clients and their carers;

      13.7   prescribe from a nursing formulary, where the legislation permits;

      13.8   act independently within a multi-disciplinary/multi-agency context

     13.9   support and empower patients, clients and their carers to influence and
            use available services, information and skills to the full and to
            participate in decisions concerning their care.

Care and programme management

     13.10 advise on the range of services available to assist with care. The
           services may be at local, regional or national levels. Knowledge of
           these services will need to be kept up-to-date and advice given to
           people on how to access and use them;

     13.11 recognise ethical and legal issues which have implications for nursing
           practice and take appropriate action;

     13.12 identify the social, political and economic factors which influence
           patient/client care and impact on health;

     13.13 stimulate an awareness of health and care needs at both individual and
           structural levels. Activities will include work with individuals,
           families, groups and communities and will relate to those who are
           well, ill, dying, handicapped or disabled. Those who are able should be
           assisted to recognise their own health needs in order to decide on
           action appropriate to their own lifestyle. Those who are not able will
           require skilled and sensitive help;

     13.14 identify and select from a range of health and social agencies, those
           which will assist and improve the care of individuals, groups and

     13.15 search out and identify evolving health care needs and situations
           hazardous to health and take appropriate action. This is a continuous
           activity and involves being pro-active, it must not be dependent on
           waiting for people to request care;

     13.16 initiate and contribute to strategies designed to promote and improve
           health and prevent disease in individuals, groups and communities;

     13.17 empower people to take appropriate action to influence health policies.
           Individuals, families and groups must have a say in how they live their
           lives and must know about the services they need to help them to do
           so and

13.18 provide accurate and rigorously collated health data to employing
      authorities and purchasers through health profiles in order to inform
      health policies and the provision of health care.

Clinical practice leadership

13.19 act as a source of expert advice in clinical nursing practice to the
      Primary Health Care Practice team and others;

13.20 lead and clinically direct the professional team to ensure the
      implementation and monitoring of quality assured standards of care
      by effective and efficient management of finite resources;

13.21 identify individual potential in registered nurses and specialist
      practitioners, through effectiv4e appraisal system. As a clinical expert
      advise on educational opportunities that will facilitate the
      development and support their specialist knowledge and skills to
      ensure they develop their clinical practice and

13.22 ensure effective learning experiences and opportunity to achieve
      learning outcomes for students through preceptorship, mentorship,
      counselling, clinical supervision and provision of an educational

Clinical practice development

13.23 initiate and lead practice developments to enhance the nursing
      contribution and quality of care;

13.24 identify, apply and dissemination research findings relating to
      specialist nursing practice;

13.25 undertake audit review and appropriate quality assurance activities;

13.26 create an environment in which clinical practice development is
      fostered, evaluated and disseminated and

13.27 explore and implement strategies for staff appraisal, quality assurance
      and quality audit. Determine criteria against which they should be
      judged, how success might be measured and who should measure

Standards for specialist community nursing education and practice

25       Standards for entry

         The nurse should have an entry on either parts 1, 2, 3, 4, 7, 12 or 13 of the

26    Specific learning outcomes

      26.1         The nurse should achieve the following specific outcomes as
                   applied to the area of occupational health nursing:

      Clinical nursing practice

      26.2         assess, plan, provide and evaluate specialist clinical nursing care
                   to meet nursing and occupational health needs;

      26.3         assess, manage and provide care in clinical emergencies, critical
                   and environmental incidents to ensure care and safety and

      26.4         promote the appropriate and effective use of occupational
                   health services in the work place.

      Care and programme management

      26.6         search out the health and health-related learning needs of the
                   work force and identify and initiate appropriate steps for health
                   promotion, health maintenance, effective care for individuals
                   and groups within organisation;

      26.7         build health alliances with other agencies for health gain, and

      26.8         interpret and apply health and safety legislation and approved
                   codes of practice with regard for the environment, well-being
                   and protection of those who work and the wider community.


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