"MSc Health and Social Care"
Programme Specification: PGCert/PGDip/MSc Health and Social Care NOTE: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes advantage of the learning opportunities that are provided. More detail on the specific learning outcomes, indicative content and the teaching, learning and assessment methods of each module can be found (1) at http://www.bcu.ac.uk/health, (2) in the Module Specifications and (3) in the Student Handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked within independent review processes undertaken by the Quality Assurance Agency. Awarding Institution / Body: Birmingham City University Teaching Institution: Birmingham City University Interim Awards and Final Award: Post Graduate Certificate Health and Social Care Post Graduate Diploma Health and Social Care MSc Health and Social Care Programme Title: Health and Social Care Main fields of Study: Health and Social Care Modes of Study: Full and part time Language of Study: English UCAS Code: L510 JACS Code: Relevant subject benchmark statements and other external reference points used to inform programme outcomes: QAA level 7 descriptors. University and Faculty of Health Learning and Teaching Strategy. Programme philosophy and aims The rationale for the Postgraduate framework is the demand for flexible, inter-professional postgraduate programmes, which are intellectually challenging and enable NHS Trusts, Social Services and other organisations to meet the various requirements imposed on them from Government Departments. The focus of policy making at present is to give service users choice and a personalised service which meets their needs. To achieve this, professionals from different services need to work across boundaries to ensure a service 1 Pro-forma issued January 2009 user centred journey through health and social care. For example: Making the Change: a strategy for the professions in healthcare science (2001); Delivering the NHS Plan: next steps on investment, next steps on reform (2002); Making a Difference: strengthening the nursing, midwifery and health visiting contribution to health and healthcare (1999, 2000); The NHS Improvement Plan: putting people at the heart of public services (2004); Every Child matters (2004); The NHS Knowledge and Skills Framework and the Development Review Process (2004); Our Health, Our Care, Our Say: a new direction for community services (2006); A Recipe for Care Not a Single Ingredient (2007). Professionals within health and social care are facing both challenges and opportunities that require innovation and the need to work together. A social model of health care which more closely follows social care models is being increasingly adopted and this framework enables professional from different services – health and social care, to learn together to improve the quality of the service users journey. Aims of the programme The programme aims to: Provide a flexible robust educational framework that reflects contemporary and future issues within health and social care. Create autonomous and self-directed learners who are able to sustain and advance their continuing professional development. Develop students’ critical thought; analysis and appraisal skills to enable them to make innovative use of evidence for best practice. Enhance students’ knowledge and understanding necessary for advanced levels of client and community centred practice through inter-professional working. Provide added value for students through inter-professional learning. Enable students to negotiate and identify, where applicable, an individual programme of study. Provide opportunities for curriculum change and innovation. 2 Pro-forma issued January 2009 Intended learning outcomes and the means by which they are achieved and demonstrated: Learning Outcomes Postgraduate certificate: Critically appraise and synthesise current research in health and social care applicable to your own research or advanced scholarship; Critically review and evaluate learning which has occurred through personal, professional and clinical experience. Postgraduate Diploma: Demonstrate originality and independence in the application of knowledge together with a practical understanding of how established techniques of research and enquiry are used to create and interpret knowledge in the disciplines of health and social care. Deal with complex issues in an organised and creative manner, making sound judgements in the absence of complete data, and communicate your conclusions clearly to health and social care colleagues, including service users and communities; Demonstrate the ability to undertake independent study and evaluate clinical practice Critically appraise a range of teaching and learning strategies to meet learning needs in clinical practice. Master’s Level Outcomes By the end of the programme, the student should be able to: Successfully complete a dissertation/project at Master’s level that demonstrates the application of knowledge, skills and attitudes inherent in advanced/specialised practice in health and social care and which extends the boundaries of professional knowledge. Learning teaching, and assessment methods used The educational provision will reflect the learning and teaching philosophy of the University enabling you to focus on your learning and develop your critical analytical skills. Module design and delivery will be undertaken using the changes in technology, which will allow for different modes of delivery, blended learning, and work based learning with increasing distance learning. You will still have personal interaction and support as you progress through your studies from pre admission to final award achievement and completion of your studies. Monitoring and support for students is essential so that your educational aspirations can be matched against your organisational/ employer needs and the academic quality and rigour required by the University. Assessments Essays, project work, presentations, dissertation, systematic review. 3 Pro-forma issued January 2009 Programme structure and requirements, levels, modules, credits and awards The structure of the course, the modules, levels and credit values, and the awards which can be gained are shown in the diagram below. Health and Social Care strand: Stage 1: Postgraduate Certificate (60 credits at Level 7) Module Module Title Credits Number LBR7106 Research Theory and Practice: Qualitative and Quantitative 15 Methodologies LBR7105 Research Theory and Practice: Evidence Based Research 15 LBR tbc Personal and Professional Development 15 OPTION (Health & Social Care related module) 15 Stage 2: Postgraduate Diploma (120 credits at Level 7) Module Module Title Credits Number LBR7076 Independent Study 30 Option Module 15 Option Module 15 Stage 3: Master Degree (180 credits at Level 7) Module Module Title Credits Number LBR7107 Masters project 60 Inter professional Practice Education strand: Stage 1: Postgraduate Certificate (60 credits at Level 7) Module Module Title Credits Number LBR7106 Research Theory and Practice: Qualitative and Quantitative 15 Methodologies LBR7105 Research Theory and Practice: Evidence Based Research 15 SPl7001 Practice Teacher Preparation Module 30 Stage 2: Postgraduate Diploma (120 credits at Level 7) Module Module Title Credits Number LBR7094 Teaching and Guidance 15 LBR7002 Leadership and Management of Change 15 Option Module 15 Option Module 15 Stage 3: Master Degree (180 credits at Level 7) Module Module Title Credits Number LBR7107 Masters project 60 or LBR7028 Leadership in Practice Project 60 4 Support for Learning including Personal Development Planning (PDP) Students are encouraged to identify and, with guidance, to reflect on their own learning needs and are offered the following support as appropriate to meet those needs: A programme student handbook containing information specific to the programme and its modules relating to the Faculty and the University. Access to IT support staff and dedicated Faculty library staff. Support for academic skills such as referencing, essay writing, critical analysis and nursing mathematics from the Faculty’s Personal Development Department. Access to the University’s Student Services which include assistance and support for learning skills, careers advice, financial advice, medical and disability services, crèche, counselling and chaplaincy. Support from the Students’ Union for a range of services. International Students will have access to the International Office. Criteria for admission Candidates must satisfy the general admissions requirements of the programme, which are as follows: Accredited Level 6 study within the last 5 years; and/or be professionally qualified in their field of health or social care, and/or possess a relevant foundation degree in health or social care. For students who do not meet this criterion, or for students who would like some preparative study, the Level 6 module, Essential Academic Skills (LBR6237) is available prior to admission. Professional qualification or registration with the appropriate professional body; or working as a health and /or social care assistant. Working in an appropriate area of practice with the specific agreement of the Employer. You may be required to have a named supervisor before you can start on the programme. Candidates are expected to have some experience of health or social care/allied areas. International students should additionally have an English Language qualification, (IELTS 6.5 or above) as specified by the International Office. 5 Methods for evaluation and enhancement of quality and standards including listening and responding to views of students The University, Faculty Health and the programme team are committed to continuous evaluation, quality monitoring and enhancement of programme of study. There are a number of strategies, policies, procedures and guidance that are in place within the Faculty of Health to ensure evaluation, enhancement of quality and standards including listening and responding to views of students. In addition where applicable professional regulatory and statutory body requirements are adhered too: Students’ views can be expressed in Boards of Studies, module, placement and programme evaluations, online discussion forums and surveys. Students are also invited to meet with External Examiners, attend programme Quality days and meet with external quality monitoring programme reviewers. There are a number of committees where the programme team, practice partners and service-users meet to ensure that the programme is current and responsive to local and national developments and policy. These include curriculum working group, practice partner and programme team meetings. Changes to the programme are reviewed and accepted by the Faculty Academic Standards and Quality Enhancement Committee and can only be approved following consultation with students, external examiners and practice partners. An exception reporting annual programme monitoring report is produced each academic year which includes feedback from students. The annual programme monitoring report is reviewed and approved by students, external examiners and practice partners. Action points are raised to be developed and reviewed for the following academic year. In addition the annual programme monitoring report is peer- reviewed. The annual report is a key document provided to professional bodies and external quality monitoring agencies. Where the programme has placements the Department of Practice Learning undertakes audit and evaluation of students learning opportunities. Practice documentation is moderated with practice partners. Assessment procedures are updated by the Centre for Academic Quality to ensure that they are rigorous and fair. Bench marking statements are used to monitor achievement rates. Marking and moderating policies are in place to ensure that the procedures for assessment are transparent and students’ work is reviewed by External Examiners, who also attend Programme Exam Boards, Quality Days and meet with students. There are committees in the Faculty of Health that contribute to the evaluation and ongoing quality monitoring. The Executive committee and Faculty Board are the overarching committees in the Faculty of Health. Policies, procedures and guidance is scrutinises by the Faculty Academic Standards and Quality Enhancement Committee. To qualify for a Postgraduate Certificate a student must successfully complete all required assessments and obtain a minimum of 60 credits at level 7. The pass-mark in all modules is 50%. To qualify for a Postgraduate Diploma a student must successfully complete all required assessments and obtain a minimum of 120 credits at level 7. The pass-mark in all modules is 50%. To qualify for a Masters Degree a student must successfully complete all required assessments and obtain a minimum of 180 credits at level 7. The pass-mark in all modules is 50%. 6