Postgraduate Diploma/MSc by wEu8v02

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									             School of Health


        Postgraduate Diploma/MSc

                     In

        Primary Health Care Practice



             Pathway Guide for
Specialist Community Public Health Nursing /
              Practice Nursing




        Academic Year 2006 – 2007
CONTENTS                                              Page

General information                                               3

Introduction to the Programme                                     4

Pathways                                                          5

Teaching staff associated with the Programme                      7

Pathway Philosophy                                                8

Aim of the Pathway                                                9

Mapping out your Programme of Study                               9

Modular calendar                                                  10

Study patterns                                                    11

Postgraduate study                                                19

Assessment schedule and study plan                                20

Pathway assessment Regulations                                    21

Marking criteria                                                  22

Management of the Postgraduate Diploma                            27

Some keywords                                                     28



Appendix 1
Learning Outcomes for Specialist Practice




Appendix 2
NMC Learning Outcomes for Specialist Practice: Practice Nursing
GENERAL INFORMATION

NAME OF INSTITUTION:      University of Wolverhampton

SCHOOL RESPONSIBLE
FOR THE COURSE:           School of Health

ADDRESS:                  Mary Seacole Building
                          Molineux Street
                          Wolverhampton WV1 1SB
                          Tel: 01902 518600
                          Fax: 01902 518660

HEAD OF SCHOOL:           Professor M Chevannes

TITLE OF AWARD:           Postgraduate Diploma Primary Health Care Practice / MSc Primary
                          Health Care Practice
PATHWAYS
OF THE AWARD              Generic Pathway (GN)
                          Community Public Health Nursing, Health Visiting (HV)
                          Community Nursing in the Home, District Nursing (DN)
                          Occupational Health Nursing (OH)
                          General Practice Nursing (PN)
                          School of Nursing (SN)

PROGRAMME LEADER:         Jill Barr

PGDip/MSc CO-ORDINATOR:   Dee Drew

PATHWAY LEADERS:          HV          Paul Reynolds
                          DN          Dee Drew
                          OH          Bashyr Aziz
                          PN          Annette Bradley / Hilary Paniagua
                          SN          Sarah Sherwin
                          GN

Clerical Support          Jan Anderson               Tel. 01902 518612

DURATION OF AWARD:        One academic year full time
                          Two years part time




                                                                                  3
INTRODUCTION TO THE DEGREE PROGRAMME

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 award of Postgraduate Diploma (PGDip) Primary
Health Care Practice and Master of Science (MSc) Primary Health Care Practice (Specialist Community
Public Health Nurse – Practice Nursing). Following successful completion of the Postgraduate Diploma you
may continue your studies to complete a research dissertation that leads to the qualification Master of
Science.

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 on the University web site www.wlv.ac.uk.
The pathway team of the PG Dip/MSc Primary Health Care Practice degree have prepared this guide, which
contains general information, but more specifically, is prepared for the pathway for which you are studying.
This 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 important, as they set the terms and
conditions that are associated with successful completion of the award.

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 assignments for modules.
This guide also 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.




                                                                                                  4
The following pages identify the six different pathways that can be taken through the Postgraduate
Diploma/ MSc. Primary Health Care Practice. The pathways identify the modules that make up your
programme of study and lead to your award.

Pathway Name:
Postgraduate Diploma/ MSc. Primary Health Care Practice (Specialist Community Public Health Nursing /
Practice Nursing)

Pathway Type           PG Specialist           Pathway Code:

Levels 3 and 4

CORE Modules:

Core modules are common to all students undertaking the Postgraduate Diploma/ MSc Primary
Health Care Practice and students will be required to take the four modules listed below in the
semesters determined by the course team.


Semester          Module                                                  Status


1                 NH 4055                                                 Must be included
                  Research Methods and Their Application to Practice



1                 HL 4054                                                 Must be included
                  Contemporary Issues in Public Health


2                 NH 4061                                                 Must be included
                  Collaborative Working


2                 NH 4062                                                 Must be included
                  Research Governance and its Implications for Building
                  Research Capacity and Innovative Practice




                                                                                             5
Core Option Modules: Practice Nursing Pathway

The modules listed below are specific to this pathway. The combination of Core and Core Option
modules complete your programme of study.


All four modules are required to complete the pathway


Module Code    Module Title               Module Credits            Status

NH 4063        Critical Analysis of the   15 credits                Must be studied
               Specialist Practitioner
               Role


NH 3192        Nurse Triage in Primary    15 credits                Must be studied
               Health Care


NH4069         The Assessment and         15 credits                Must be studied
               Examination of the Adult
               in Primary Care


NH 4017        Developing Clinical        15 credits                Must be studied
               Practice




Module                                    Credits                  Status
Number

None           Practice Placement         None                     Must be undertaken




                                                                                        6
Teaching Staff Associated With the Pathway
NAME              SPECIALIST AREA OF TEACHING                   ROOM        EMAIL
                                                                            PHONE EXTENSION

Jill Barr           Specialist Practice Co-ordinator            MH214
                                                                            x 8681


Bashyr Aziz         Pathway Co-ordinator,                       MH113       bashyr@wlv.ac.uk
                    Occupational Health Nursing                             x 8632


Dr Patricia Bond    Senior Lecturer, Health Visiting            MH114       p.a.bond@wlv.ac.uk
                                                                            x 8637

Paul Reynolds       Pathway Co-ordinator, Health Visiting       MH114       P.Reynolds@wlv.uk
                                                                            x 8653


Dee Drew            Postgraduate/MSc Co-ordinator               MH113       d.drew@wlv.ac.uk
                    Pathway Co-ordinator, District Nursing                  x 8633


Paul Stepney        Module Leader for Social Policy             MC          P.M.Stepney@wlv.ac.uk
                                                                            x 3300


Hilary Paniagua     Pathway Co-ordinator, Practice Nursing      MH114       h.paniagua@wlv.ac.uk
                                                                            x 8639


Annette Bradley     Senior Lecturer, Practice Nursing           MH114       Annette@wlv.ac.uk


Sarah Sherwin       Senior Lecturer, School Nursing             MH113       s.sherwin@wlv.ac.uk
                                                                            x 8634


Liz Stevenson       Senior Lecturer, District Nursing           WP103       e.a.stevenson@wlv.ac.uk
                                                                            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, for extensions commencing with 8 dial 01902 51 plus the extension
                                                 for all other extensions dial 01902 32 plus the extension

School Management Team:
Dean of School                   Professor Mel Chevannes
Associate Dean                   Phillip Begg
Head of Division                 Ingrid Callwood




                                                                                                  7
PATHWAY PHILOSOPHY

The postgraduate award is underpinned by several considerations. Firstly, the pathway needs to take
account of the requirements of the service. Secondly, the arena of primary care is rapidly expanding and in
a state of change. Finally, the pathway should provide personal as well as academic development. In order
to attempt to reconcile these varied demands it is the intention of the planning team to present a programme
of study that uses theory and practice as vehicles for learning. This will enable students to utilise their
higher order academic skills and demonstrate professional capability in practice. Practitioners should move
through a process of development to practice at a level of sophistication that enables them to move at the
point of qualification, to encompass creativity, a spirit of enquiry, and the conversion of academic capability
into Primary Health Care practice.

The outcomes of reforms in health care delivery have radically altered the way in which health professionals
work, and has culminated in the bringing together of personnel into integrated groups based on the intrinsic
value of team working. Located in a political rhetoric which reflects a market orientated social reformist
ideology, team working is a radical departure from the traditional hierarchical work organisation of the NHS.
The inference from this is that Primary Health Care Practice has been put in context and represents a
paradigm shift in service provision from multi-professional practice to inter-professional collaboration. This
has challenged established models of nursing education and created an interest in shared learning across
disciplines. The team are keen to maintain the specialist knowledge of each discipline but are also mindful of
the need to exploit opportunities for inter-disciplinary experience and inter-professional understanding. The
core and specialist modules have been consciously and deliberately designed to facilitate a generalist and
specialist approach to practice and to exploit the benefits of shared learning.

Many of the changes that are occurring in health care are moving the boundaries of traditional practice. The
pathway supports professional progress by developing in students a critical awareness of practice, the
capacity to express views and conclusions based upon sound argument, and enables evaluation of complex
and diverse issues.

The Dearing Report (1997) emphasises throughout the importance of higher education preparing students
for employment and the need for HE institutions to work in partnership with employers and this forms part of
the University’s mission statement. The needs of purchasers have been considered by incorporating current
philosophies and health policy into the pathways. Employers who sponsor to the university are looking for a
course that meets their needs. Thus this pathway aims to meet the demands of health services for creativity
and enterprise. The modular approach allows the pathway to be flexible and responsive, and the design of
modules allows some choice in study methods. Effective practitioners have greater connotations than an
ability to practice, these include the concepts of innovation and change and the ability to carry out ideas to
fruition. The team are mindful of the need to maximise the opportunity for strategic thinking, and provide a
proactive educational experience that enables practitioners to adapt to change and become proponents and
creators of new professional knowledge.

The curriculum illustrates the complexity of preparing students to function as innovative practitioners in
primary practice. The teaching and learning strategies adopted reflect a dynamic process in which you are
encouraged to build upon previous academic and professional experience as part of guided progression
towards Primary Health Care. Students at postgraduate level are seen as partners in the educational
process and are encouraged in collaboration with an experienced team of educationalists and clinical
teachers to accept ownership for their learning in a system of reciprocal rights and responsibilities.
Professional development is a highly individualised experience and students at this level will be encouraged
at all times to utilise a reflective approach to learning both in theory and practice.

References

Select Committee on Science and Technology (1997) Higher Education in the Learning Society: The Report
of the National Committee of Inquiry into Higher Education (Dearing Report). London: HMSO.




                                                                                                  8
The Aim of the pathway

The aim of the pathway is to provide a programme of education in theory and practice that develops a
practitioner who demonstrates sophisticated levels of decision-making that enables the monitoring and
improving of standards of care through supervision of practice, clinical audit, development of practice
through research, teaching, the support of professional colleagues, and the provision of skilled professional
leadership. This is facilitated through the enhancement of independent self-directed learning that leads to
dynamic practice.

(Adapted from the UKCC Standards for Specialist Education and Practice April 2001 and QAA benchmark
statements for 2001)


Learning outcomes

Learning outcomes are written for each module and are determined for postgraduate study. By the end of
the module you should have achieved them in theory and practice. 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 (personal transferable
outcomes/key skills).

The learning outcomes for each module are addressed in the practical component of the course.
Achievement of module learning outcomes in theory and practice is essential to your achievement of your
pathway, and will enable you to identify professional and personal development. Specialist professional
competence will develop from the acquisition of both knowledge and clinical skills.

Learning outcomes for Specialist Practice were determined by the NMC. The learning outcomes 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. A list of the NMC learning outcomes is
provided at the beginning of the core modules and at the beginning of each specialist pathway. The broad
areas under which Primary Health Care Practice learning outcomes are expressed are those of:

                        Clinical practice
                        Care and programme management
                        Clinical practice development
                        Clinical practice leadership

Module learning outcomes are linked to the NMC learning outcomes for Specialist Practice. Each module
will specify the NMC outcomes as well as those that are specific to the module. Appendix 1 provides a list of
the Specialist Practice learning outcomes.




MAPPING OUT YOUR PROGRAMME OF STUDY

You will be required to submit a completed module registration form at the beginning of your studies. You
will be asked to enter correctly details of all the modules you will study during the period of study. You
should register a programme you believe to be valid (one which, if you are successful, provides you with the
necessary credits for your chosen award) and which allows you to attend lectures/workshops//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 Management
Information System. You should take all opportunities presented to you to ensure that your registration is
correct.




                                                                                                9
MODULAR DEGREE AND DIPLOMA SCHEME CALENDAR

Semester 1

Week Beginning             University Week     Semester Dates
Monday                            3            Induction And Enrolment
11 September 2006
Monday                            4            Induction In Practice Placement
18 September 2006
Monday                            5            Start Of Semester 1 Teaching
25 September 2006
Monday                         17/18/19        Christmas Study Leave
18 December 2006                               (3 Weeks)
Monday                           20            Practice Placement (3 Weeks)
8 January 2007
Friday                           22            End Of Semester 1
26 January 2007


Semester 2

Week Beginning          University Week       Semester Dates
Monday                            23          Start Of Semester 2
29 January 2007
Monday                        32/33/34        Easter Study Leave / Annual Leave
2 April 2007                                  (3 Weeks)
Monday                           35            3 Teaching Weeks
23 April 2007
Monday                           38           Practice Placement (3 Weeks)
14 May 2007                                   One week outside the West Midlands

Monday                           41           Integrated Practice (10 Weeks)
4 June 2007                                   Plus 2 Weeks Annual Leave

Monday                           54           Final Week
                                                                               th
3 September 2007                              Award Of PGDip Completes On 7 September
                                              Study For Msc Primary Health Care Practice
                                              Commences September 2007.
Year 2                                        Optional Enrolment On Dissertation Module To
October 2007                                  Top Up Credits Towards Msc In Primary Health
                                              Care Practice. This Award Is To Be Studied Part
                                              Time Over One Academic Year.


NB Bank Holidays

2006:
Monday/Tuesday 25/26 December - Christmas/Boxing Day
Wednesday/Thursday/Friday 27/28/29 December - Concessionary Days.



2007:
Monday 1 January - New Year;
Friday 6 April - Good Friday
Monday 9 April - Easter Monday
Tuesday 10 April - Concessionary Day
Monday 7 May - May Day
Monday 28 May - Spring Bank Holiday
Monday 27 August - Summer Bank Holiday.




                                                                                      10
STUDY PATTERNS

The University's academic year is divided into 2 semesters 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).
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


Full time students for the award of postgraduate diploma
Your course will run over one full year
You will be studying 4 modules over two periods of 12/13 weeks.
Integrated Practice will come at the end of the taught modules.
The pathway of postgraduate diploma will take one year to complete.


Part time students for the award of postgraduate diploma
Your course will run over two full years
You will be studying 2 modules over two periods of 12/13 weeks.
Integrated Practice will come at the end of the second year.
The pathway of postgraduate diploma will take two years to complete.

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.



The Pathway of MSc Primary Health Care Practice
The course will run over one calendar year following successful completion of the PGDip Primary Health
Care.
Students will study on a part time basis
You will study one 60-credit dissertation module over two periods of 12/13 weeks




                                                                                              11
OUTLINE STRUCTURE OF THE PATHWAY

The pathway is semester based. There are eight 15-credit modules over semesters 1 and 2. One level 3
module and seven level 4 modules. A period of 10 weeks in practice follows semester 2. This allows you to
consolidate the integration of theory and practice and to establish competency in your role. Students must
pass all core and all core option modules to be eligible for the award.


Outline structure of the pathway

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

    Friday       Core        or       Core option            Core        or      Core option
                 module               module                 module              module
                 L4                   L4                     L4                  L4



FULL TIME MODE
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



PART TIME MODE
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.




                                                                                               12
CORE MODULES – Postgraduate Diploma Core modules will be common to all students undertaking the
Postgraduate Diploma, Primary Health Care Practice and students will be required to take these modules in
the semesters determined by the pathway team. It is the combination of core and core option modules that
will make this course appropriate for your Pathway. Pathway needs are developed through seminar work
and academic tutorials in core and specialist modules.



 Semester    Module                               Day / Time        Part Time
                                                                    Students

 1           NH4055                               Friday            Year 1
             Research methods and their           10-1am.
             application to practice


 1           HL4005                               Friday            Year 2
             Assessing Health and Social          2-5pm
             Needs


 2           NH4061                               Thursday          Year 1
             Collaborative                        10-1am
             Working


 2           NH4062                               Friday            Year 2
             Research Governance and its          2-5pm
             Implications for Building Research
             Capacity in Innovative Practice




                                                                                           13
Title of Module:                Research Methods and Their Application to Practice
Code:                           NH4055
Module Leader:                  Della Moore

Brief description of module: This is the first of two research modules both of which focus on using
research to advance clinical practice. This module enables you to develop existing knowledge and skills in
research and critical thinking to an advanced level. The module will develop skills of analysis and
synthesis in relation to research reports, and enable students to critique research reports and papers

Assessment:
                                1. Critique of a research paper
                                2. Extended literature review



Title of Module:                Assessing Health and Social Needs
Code:                           HL4055
Module Leader:                  Pat Owen


Brief description of module: Critical analysis of the ways in which health and social needs are
assessed. It considers the theory and practice of needs assessment by examination of theoretical,
conceptual and practical issues.

Assessment:                     Essay on a local public health issue.



Title of Module:                Collaborative Working
Code:                           NH4061
Module Leader:                  Bashyr Aziz

Brief description of module: This module prepares health and social care workers to critically examine
collaborative working in community settings. The module uses the experience of students from various
backgrounds to examine differing professional cultures and values through theoretical and practical
approaches to collaboration.

Assessment:
                                1. Critical analysis of a scenario from the workplace that makes
                                   suggestions for promoting collaborative working
                                2. Group development of a seminar critically analysing a collaborative
                                   infrastructure within the workplace.



Title of Module:                Research Governance and its Implications for Building Research
                                Capacity and Innovative Practice
Code:                           NH4062
Module Leader:                  Bashyr Aziz

Brief description of module: To enhance understanding of organisational change and development
through an appreciation of the NHS Research and Development strategy, research governance and
change management. To enhance ability to construct a research proposal for innovations in practice

Assessment:
                                1. A written report outlining the practicability of the proposed project
                                2. Presentation of the feasibility study to fellow students and invited
                                   guests.




                                                                                                14
CORE OPTION MODULES: Practice Nursing Pathway
The core option modules will be those required for each pathway but need not be unique to the pathway. For
example the module Developing Clinical Practice could be undertaken by students who are either following
the District Nursing Pathway or the Generic Pathway

Each Pathway has identified the modules which form the raison d’être for the specialism. These modules will
be explained under the individual Pathways. The modules for your Pathway are as follows:



Semester     Module                              Day/time            Part Time
                                                                     Students

1            NH3192                              Thursday            Year 1
             Nurse Triage in Primary Care        10-1am


1            NH4063                              Thursday            Year 2
             Critical Analysis of the            2-5pm
             Specialist Practitioner Role

2            NH4017                                                  Year 1
             Developing Clinical Practice


2            NH4069                              Thursday            Year 2
             The Assessment and Physical         2-5pm
             Examination of the Adult in
             Primary Care




                                                                                            15
Title of Module:         Nurse Triage in Primary Care.
Code:                    NH3192
Module Leader:           Annette Bradley


Brief description of module: Enhance opportunities for nurses to extend their role and expertise in
specialised and technical skills in services, which incorporate nurse triage systems. It will also provide
nurses with the knowledge required to manage a triage service in general practice.

Assessment:              The student is required to write a 3,500-word essay that demonstrates a critical
                         understanding of the implications and challenges of developing triage within primary
                         health care.




Title of Module:         Critical Analysis of the Specialist Practitioner Role.
Code:                    NH4063
Module Leader:           Annette Bradley / Hilary Paniagua

Brief Description of Module: The module aims to generate specialist practitioner knowledge within the
reality of primary care and so develop individual insight and skills within the specialist area of practice.

Assessment:              The student is required to write a 4,000-word essay in the form of a conceptual
                         analysis.




Title of Module:         Developing Clinical Practice.
Code:                    NH4017
Module Leader:           Annette Bradley / Hilary Paniagua

Brief description of module: The module requires that you select a specific area of practice for
investigation. You will evaluate the current level of knowledge in the subject and develop a comprehensive
programme that informs clinical practice.

Assessment:              The student is required to write a 4,000-word essay.




Title of Module:         The Assessment and Physical Examination of the Adult.
Code:                    NH 4069
Module Leader:           Hilary Paniagua

Brief description of module: This module is designed to enable students to focus on their clinical practice
and to synthesise knowledge and theory, to demonstrate excellence in the skills and ability to assess adults
in primary care.

Assessment:              The student is required to write a 5,000-word essay on a patient assessment they
                         have undertaken in practice.




                                                                                                 16
THE PRACTICE COMPONENT
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 award of Postgraduate Diploma Primary
Health Care Practice is completed with a ten-week period in practice where you carry out your full role. This
time is for integration of theory and practice learning, and examination of your Primary Health Care Practice
role. 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 contain the learning
outcomes and competencies that you have determined for successful completion 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 mentor plays an important part in the verification of
the competencies of professional practice. Criteria have been developed around appropriate expertise and
academic qualifications for mentors. This is to facilitate a valuable learning experience in practice. The
Pathway leader must approve a suitably qualified and experienced mentor.


Specific practice issues for professional practice.
The student will work with the mentor and be encouraged to reflect in practice. Placements are selected as
carefully as possible but are dependent on the employing authorities’ availability of mentors. Learning
Outcomes for practice will be determined at the commencement of the pathway but may be subject to
change as the course progresses. During the second semester students are encouraged to arrange a one-
week alternative experience placement, outside their normal area of work
The planning of the programme between the mentor and student takes into account student needs as well
as the teaching programme. Experience in practice should be linked to taught modules to facilitate
theoretical underpinning of practical elements and examination of theory practice relationships. Practical
assessment is ongoing and must be completed by the end of the end of the final ten weeks in practice.
Two tutorial visits to the placement will take place in the practice placement. The visit will require your PT/
mentor to be present.

To successfully complete the pathway students must have received a satisfactory pass in the assessment of
their integrated practice.




                                                                                                17
 Day:       Normal working week other than organised award days
 Integrated Practice

 This period of 10 weeks is practice based and encourages the integration of all course learning into
 community nursing and health visiting practice. In this way it facilitates the development of a
 sophisticated perspective on the critical application of nursing in each specialist area of practice.

 Assessment:

 Evidence of learning during this experience is documented in the practice book and
 forms the final contribution to the document and needs to critically appraise the
 integration of a broad range of theory in practice.


Full Time Mode PGDip/ MSc Primary Health Care.
2 days taught modules or equivalent learning contract time.
2 days practice - negotiable with mentor
1 day study     - negotiable with mentor
10 weeks of integrated practice with some university attendance
Study programme each week: 2 core modules
                                 2 core option modules

Part Time Mode PGDip/ MSc Primary Health Care.
1 day taught modules or equivalent learning contract time.
Practice during the normal course of duty with specified time programmed to spend with the practice
teacher/ mentor.
Negotiated study time (suggested half day per week)
10 weeks of integrated practice with some university attendance at the end of the second year.
Study programme each week: 1 core module
                                1 core option module
The programme of study must be completed within four years from the time of commencement.

Each module will have a minimum of 21 hours directed activity. Such activity can include lecturing,
seminars, workshops, role-play, computer activities etc. Learning contracts are used for some modules. The
remaining 130 hours of study will include private study, personal tutorials and research activity. The
postgraduate programme focuses on self-directed learning thus the number of taught hours will differ
between modules. Some modules are taught others are very much more guided and supported by lecturers.

Professional Awards that are associated with the programme are conferred on successful completion of the
Postgraduate Diploma.

MSC PRIMARY HEALTH CARE PRACTICE YEAR 2

The dissertation module is a 60-credit module. This is an optional year that follows completion of the
professional award and completes the masters programme.

Semester 1                                          Semester 2



Research Supervision                                Research Supervision.

                         600 hours of student self directed learning time


Students will be allocated a supervisor and will arrange individual tutorial times as appropriate to meet the
needs of the project.
Attendance at programmed sessions with students completing projects may be required for peer review and
support.
All projects are subject to ethical approval.
This module specifies students plan for 600 hours of self directed study time.


                                                                                               18
 POSTGRADUATE STUDY
As you already have an honours degree you are moving to a new phase in your academic development.
Postgraduate study is designed to further enhance particular academic skills. The Harris Report (1996) lists
them as: independence of study, planning, innovation, the ability to use data and integrate new ideas with
established knowledge.
Acquisition of these skills leads to thoughtful professional practice, the ability to apply knowledge critically
and the skills to extend and develop practice. The latter comprise masterliness in your professional subject.

A range of teaching methods is used in this pathway. Some modules are taught. One module is shared with
students on the BSc (Hons) Primary Health Care Practice this is a core module, Collaborative Working.

As several modules in your programme are managed through work based learning the need to meet
learning outcomes is imperative. Academic support and evaluation of progress will occur on a regular basis
with the module leader. These meetings will be formally scheduled. Some will be with the full student group
for this pathway; others will be on an individual basis.

The educational design of this pathway is focused heavily towards independent study. This is particularly
demanding requiring refinement of the skills of enquiry, and innovation. This style of study draws on such
personal attributes as motivation, self-determination and enthusiasm. As postgraduate study focuses on this
style of learning your studies will appear to be very different from a traditional taught pathway. This may
take some adjustment. You will, however, be supported by your award co-ordinator through a postgraduate
tutorial group and by your module leaders.


Reference
HEFC (1996): Review of Postgraduate Education (The Harris Report), HEFC.




                                                                                                 19
ASSESSMENT SCHEDULE FOR POSTGRADUATE DIPLOMA PRIMARY HEALTH CARE PRACTICE
(Practice Nursing Pathway)

You may find this table useful to plan your study

Semester one                      Assessed by                                          Submission Date

Research Methods and              1. Critique of a research paper                      End of semester 1
their application to Practice     2. Extended literature review



Assessing Health and              Essay on a public health issue                       End of Semester 1
Social Needs


Core Planning module              1. Outline learning agreement                        Negotiable over
                                  2. Assessment agreement for approval                 semesters 1 and 2
                                  3. Reflective review of prior and current
                                     achievements and learning. Your current work
                                     role and its responsibilities and learning
                                     requirements.
                                  4. Your learning needs in fulfilling their current
                                     and predicted role requirements
                                  5. Your learning needs during the planning of
                                     their programme


Work Based Learning or            Assessment will be agreed as part of the module      End of Semester 2
Core Option                       plan



Semester Two                      Assessed by                                          Submission date

Collaborative Working             1 Seminar presentation analysing a collaborative     End of semester 2
                                  infrastructure.
                                  2 Written assignment (2500 words)


Work Based Learning or            Assessment will be agreed as part of the module
Core Option                       plan


Research Governance and           1. A written report relating to the change/          End of semester 2
its Implications for Building     development of a practice issue (4,000 words)
Research Capacity in              2. Presentation of feasibility study to peer group
Innovative Practice               and guests.



Integrated Practice period.       Justification and verification of achievement of
Practice based module             learning outcomes




MSc Primary Health Care Practice


MSc Dissertation                Project Report      To be completed within one academic year,
                                (20,000 words       following completion of PGDip


                                                                                                20
PATHWAY ASSESSMENT REGULATIONS

University Regulations
The assessment of the pathway follows University Regulations and meets the requirements of the NMC. The
general University Regulations can be found in the Academic Regulations handbook. A copy of the
Academic         Regulations        is     available   on       the      University      website      at
http://asp2.wlv.ac.uk/registry/qasd/Regulations/

Credit Requirements for your Postgraduate Diploma/ MSc Primary Health Care Practice

In order to qualify for your award you will need to complete all coursework, pass all modules and
have your competency in practice verified.

Credit Requirements

In order to qualify for your pathway you must obtain 120 level credits as designated in your pathway to
obtain the Postgraduate Diploma and a further 60 level 4 credits to fulfil the requirements of the MSc. You
must pass all the modules, no compensation is allowed for marginal failure. When learning outcomes for a
module are not met at the first attempt, the assignment (or other assessment component) may be repeated
once only. If on reassessment the learning outcomes are still not met you will be unable to continue this
professional qualification. You may only be reassessed once in any module.

Reassessment is possible in up to three modules in the PGDip Primary Health Care Practice pathway. You
may not exceed this number of retakes. If you fail a fourth module you will not be able to continue with the
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.

You must complete and pass all modules within the timeframe that is set for your pathway. This is:
    One year full time
    Two years part time

Any additional time will need to be negotiated and agreed with your employer. University Regulations state
that this cannot exceed a total of two additional years for both full and part time students.


MODULE ASSESSMENT

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 individual
assessment but other assignments you will undertake with your peers as groupwork.

It is important to note that each module has unique assessment criteria and it is therefore inappropriate to
re-use work in one assignment that has been utilised previously in other pieces of assessed work.
Students’ are requested to submit a declaration with each assignment that the work submitted has not been
used either in whole or in part for assessment purposes on another module. You are also asked to state the
word count on the front sheet of each assignment.

The assessment you complete may include several components. You will be required to obtain a minimum
pass grade in each component to pass the module. When your work is marked you will receive individual
written comments from many of the internal examiners. This occurs as comment in the text of your work plus
overall comment on the feedback sheet. If you do not wish to have comment written in the text of your work
please advise the module leader and make a statement on the front sheet of your work.

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 failure to submit work means that
you have to retake the module and module assessment.

Postgraduate assessment receives pass grades of A,B,C and D. and two fail grades E and F.




                                                                                              21
MARKING CRITERIA


The following criteria is used for marking your work The grading of assignments within the level 4
modules is commensurate with other Masters awards and will include either a pass grade or a fail
grade (Notional grade points may also be used to facilitate feedback, i.e. a, b, etc.). The criteria for a
pass grade will be as follows:

      Pass with Distinction
A grade category: The student demonstrates an excellent capacity to express views and conclusions based
upon sound argument, counter argument, judgmental or contextual criteria and genuine evidence in an
articulate and concise manner. The original views of the student and those inherent within the literature are
clearly differentiated and inferences are valid. There is evidence of a comprehensive overview of an area of
professional concern, which includes a comparative and critical review of a variety of theories, concepts,
knowledge claims, alternative frames of reference. There is evidence of an ability to successfully synthesise
theoretical issues into practice and evaluate the possible implications using appropriate professional or
clinical criteria.

Overall presentation: The assignment has a lucid structure, a clear statement of intent that is adhered to
and a concluding section. The introduction and rationale for selection of topic is clear and precise. The
standard of writing, sentence construction, spelling and logical development of argument is excellent. The
Harvard System of referencing is used accurately throughout in text and reference list. Appendices are
clearly labelled, germane to the work and are explicitly referenced in the main body of the text. Empirical
evidence when used is accurate, clearly presented and relevant to the assignment, worthy of publication.

       Pass: Very Good Standard

B grade category: High level of analysis, synthesis and evaluation. The student’s views and arguments are
coherent, realistic, and well founded upon genuine evidence. The work represents a clear overview and
interpretation of the issues in question as applied to a professional context. Concepts, theories, positions
and knowledge claims are considered critically throughout and inferences are generally valid. Alternative
theories and counterarguments are generated although the criteria for evaluation may not be clear or
consistently substantiated. The implications for professional practice are critically discussed and
appropriately applied.

Overall presentation: The assignment has a lucid structure, a clear statement of intent, which is adhered
to, and a concluding section. The introduction and rationale for selection of topic is clear and precise. A high
standard of writing, sentence construction; spelling and logical development of argument is evident. The
Harvard System of referencing is used accurately throughout in text and list. Appendices are clearly labelled,
germane to the work and are explicitly referenced in the main body of the text. Empirical evidence when
used is accurate, clearly presented and relevant to the assignment.


       Pass: Good Standard

C grade category: Higher level of analysis is demonstrated by the identification of a variety of dimensions
and concepts pertinent to the subject area or issue at hand. Interrelationships are alluded to but not
rigorously or systematically described, justified or substantiated. There is evidence of appropriate
interpretation however some inferences are questionable. Any potential for bias or counterargument are
raised but not expanded upon or thoughtfully considered throughout.

Overall presentation: The assignment does not have an entirely lucid structure, a clear statement of intent
that is adhered to, or a concluding section. Introduction and rationale for selection of topic is clear, but could
be more precise. There is a satisfactory standard of writing, sentence construction, and spelling although
some errors are evident and a logical development of argument is at times unclear. The Harvard System of
referencing is used with some errors throughout. Empirical evidence when used is accurate, clearly
presented and relevant to the assignment.




                                                                                                   22
       Pass: Satisfactory Standard

D grade category: There is evidence of a degree of interpretation showing knowledge and understanding of
the subject area. The level of analysis is acceptable in that appropriate dimensions and concepts are
identified and discussed, but not necessarily interrelated and synthesised to practice. Alternative
perspectives are not consistently identified or pursued with any depth or rigour. Alternatives raised are
essentially distorted or ignored for a one-sided perspective and not integrated into the terminal conclusions.
The validity of inferences is questionable. Potential limitations of the work are not explored fully. Implications
for professional practice are considered but essentially from a one-sided, superficial perspective that could
be more rigorously explored and substantiated.

Overall presentation: The assignment does not have an entirely lucid structure, a clear statement of intent
that is adhered to, or a concluding section. The introduction and rationale are reasonably clear but lack
precision. There is generally an acceptable standard of writing and sentence construction. Some errors in
syntax, grammar and spelling exist. Arguments are simplistic and not systematically thought out. Harvard
System used with numerous errors.

       Recoverable Fail: Unsatisfactory standard – resubmission allowed

E grade category: A purely descriptive account demonstrating only minimal interpretation. There is some
limited discussion of the dimensions and conceptual issues surrounding the topic, but no evidence of
analysis, synthesis or evaluation. The work shows some insight into the subject area but is limited to a
simplistic one- sided perspective. No counter arguments or alternative frames of reference are generated or
considered. Implications for professional practice are considered in a superficial or inappropriate manner.

Overall presentation: Introduction and rationale lack direction, purpose and clarity. Writing style is at times
incoherent and presentation is poor with many errors in syntax, grammar and spelling. Harvard style of
referencing is used but with numerous errors. Presentation is barely acceptable.

       Fail: Unsatisfactory standard – retake of module required

F grade category: Fails to meet the criteria for E. Unacceptable.

F0: Non – submission of assignment.

University Regulations permit modules to be retaken, however as this programme relates to high levels of
practice repeating a module would only be permitted in exceptional circumstances. To permit a module to be
retaken on this programme agreement would need to be made between the module leader, pathway co-
ordinator and your employer.

Category of Distinction

If you continue these studies to complete a Masters programme you need to note that for a distinction to be
awarded in a Masters degree an A grade is required to be achieved in 120 credits, this must include the
research project dissertation. This equates to four level 4 modules plus the research dissertation module.

This is important to you as the module grades for the postgraduate diploma pathway will be included
if you continue to complete a Masters Award.

If you fail a module you may retake the assessment component you failed at the next available opportunity.

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 you being denied credit for work you
submit.




                                                                                                  23
Verification of learning outcomes and competencies in practice
As the postgraduate diploma award carries a professional qualification you must have your achievement of
the specified learning outcomes and competencies for practice verified by a practice educator. If you fail to
meet the requirements of practice you will be unable to achieve this professional award.

Failure to achieve the requirements of the Postgraduate Diploma, Primary Health Care Practice

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

EXTENUATING CIRCUMSTANCES AND OBTAINING EXTENSIONS FOR ASSIGNMENTS

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 University form. These forms are
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.
or
A detailed written statement, explaining the nature of your difficulty
         and
A letter supporting your application from the Pathway Leader.

If the academic counsellor supports your request you will complete a University form POG33 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 POG34 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 must
be submitted to your campus registry at least one week before the assessment board meets together with
your supporting evidence, as list 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 POG33 or POG34 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 pathway of study. 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.

                                                                                                 24
If you would like further advice on these matters please see your Academic Counsellor or contact the
assessment unit of the registry.

ATTENDANCE
As this is a professional pathway it is imperative that you achieve the breadth of study that is covered in this
pathway. To achieve this you must attend all planned taught and supervised sessions in the
University. Should you have a genuine reason for non-attendance you must notify the Pathway leader.
Attendance will be monitored. Failure to attend for 80% of the taught modules in your pathway will mean
that you will not be eligible for the award, as you have missed parts that enable learning outcomes to be
ratified.

APPEALS
Scope
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.

Purpose
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
A student wanting feedback on an assessment decision, should discuss this with his/her module leader, or
award 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 evidence.

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

   Material error or irregularity, for example:
    an administrative error or irregularity in the assessment decision being queried by the student.
    or
   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.

CHEATING
Definition
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.

Penalties
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 award a
student may ultimately achieve, if successful, to that of the intermediate award, which preceded the award
for which the student is registered when the offence is committed.
Further Information
                                                                                                  25
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 is available in
Campus Registries or from the Campus Learning Centres, or from the University website at
http://asp2.wlv.ac.uk/

COMPLAINTS

The University of Wolverhampton is committed to providing high quality services to its wide range of
students and many other clients regardless of their gender, creed 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 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.




                                                                                                26
MANAGEMENT OF THE POSTGRADUATE DIPLOMA PRIMARY HEALTH CARE
PRACTICECOMMUNITY

Your award 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 award. This offers the opportunity for your views to be stated. The collective view from the student
group is considered by the award team and contributes to changes and developments in the pathway.

Postgraduate Co-ordinator
Dee Drew is the designated tutor for postgraduate students. The postgraduate forum is important to this
group as it provides a focus where your student group can meet as postgraduate students and health
professionals. Group meetings are arranged on a regular basis and are an essential part of your learning
experience.

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

Personal Tutors
Your personal tutor is normally your Pathway leader. Notification of your personal tutor and his/her
availability will be given to you at the commencement of your award. Personal Tutors provide the first line of
academic counselling available to you. 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.

Research Supervisors
Your small-scale investigation in your area of practice will be pursued under the guidance of a Professional
Tutor/Supervisor. In order to ensure continuity throughout the award you should relate to one individual
Professional Tutor/Supervisor.

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. If you are not
a nurse you should check to see if you should have indemnity assurance.

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 action.

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.



                                                                                                  27
SOME KEYWORDS

Academic counsellor/ Personal tutor: 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 Pathway.

Award: 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. Details of subjects and modules can also be collected from
this office.

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

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 (QV) 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 of study time per week.

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.

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 pr am 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 that must be studied and passed to qualify to study a subsequent module.

Re-Assessment of Coursework: The requirement following failure of a module is to re-present all or part
of the module's coursework assignments.

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 is to re-study all of the module in a subsequent
semester.

Pathway leader: The member of staff responsible for the organisation of a subject.


                                                                                                 28
Semester: A period of fifteen weeks, currently comprising one week for induction and counselling, 12
weeks for student contact and at for this programme two weeks practice placement.

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 credit).

Word Limits
A maximum word limit will be provided for each assignment. Students will state the number of words used
at the end of the text in order to encourage them 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
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 Award Assessment Board and enables a review of that decision to be taken.
Appeals cannot be made against academic judgements.




FINALLY


This guide provides an outline of the pathway that you are studying. Read it carefully and use it regularly. In
conjunction with the University regulations you will find that you have the information that is necessary for all
matters relating to the Pathway, and the University. If you have any doubts or queries you should raise
them up with your Personal Tutor, the Pathway Leader, the Programme Leader or any other member of the
team. The team are here to support you and will make every effort to do so.




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




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