FdSc Healthcare Practice by UCSD

Plymouth University Academic Partnerships South Devon College

Programme Quality Handbook for FdSc Healthcare Practice

2015 â&#x20AC;&#x201C; 16

Programme Quality Handbook 2015-16

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Contents 1.

Welcome and Introduction to FdSc Healthcare Practice. .......................................................... 3

Programme Specification .......................................................................................................... 4

Module Records ...................................................................................................................... 18

Programme Quality Handbook 2015-16

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1. Welcome and Introduction to FdSc Healthcare Practice. Welcome to the Foundation Degree in Healthcare Practice. South Devon College is a proud partner of Plymouth University offering you the opportunity to study in state of the art facilities, located in the beautiful English Riviera. This programme has been designed in partnership with public and private sector health and social care providers. It continues to be evaluated and updated to reflect changes in local and national health and social care agendas. It has been designed specifically to draw links between the theory and practice of healthcare and as such, clinical work based activity is central to your experience on this programme. This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications. This Programme Quality handbook contains important information including:  The approved programme specification  Module records Note: the information in this handbook should be read in conjunction with the current edition of the College / University Student handbook available at (www.southdevon.ac.uk) which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook - https://www.plymouth.ac.uk/your-university/governance/studenthandbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment. .

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2. Programme Specification Awarding Institution: Teaching Institution: Accrediting Body: Final Award: Intermediate Awards: Programme Title:

University of Plymouth South Devon College University of Plymouth FdSc Certificate of Higher Education (CertHE) Healthcare Practice

UCAS Code: JACS Code:

B900 at institution S32 Foundation Degree Qualification Benchmark (FDQB) (2010). In addition the FdSc Healthcare Practice has been informed by the following subject benchmarks: Health Studies (2008), Social Policy and Administration and Social Work (2007) Skills for Health, Sector Skills Council for Health: National Occupational Standards (NOS) and National Workforce Competences (NWC) April 2006

Date of Approval:

Qualification(s) Required for Entry to the FdA or FdSc Candidates must have: At Level 2: Key Skills requirement/Higher Level Diploma and/or GCSEs required at Grade C and above Plus at least one of the following: A Levels required: (College to insert AS/A2/UCAS Points Tariff) Advanced Level Diploma BTEC National Certificate/Diploma HNC/D VDA: AGNVQ, AVCE, AVS Access to HE International Baccalaureate Irish/Scottish Highers/Advanced Highers Work Experience Other non-standard awards or experiences APEL/APCL possibilities Add

Comments

Literacy and Numeracy

English, Mathematics

AS/A levels in related subject field 140 points minimum (College to insert subject/area of study preferred/required) BTEC National Diploma in a related subject field Merit, Pass, Pass minimum Award should be in a related subject field Pass or above Award should be in a related subject field Pass or above at Level 3 In related subject field Level 3 24 Points 140 points minimum from Higher Certificates 1 yearâ&#x20AC;&#x2122;s previous experience within a health care setting NVQ 3 in related subject field Please refer to University of Plymouth

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Academic Regs link) Interview/portfolio requirements

Criminal Record Bureau (CRB) clearance required

Academic Regulations (www.plymouth.ac.uk) Candidates will be invited for interview and required to demonstrate the necessary motivation, potential, experience and/or knowledge to follow their chosen programme successfully. Agreement on individual suitability will be required from employers where they are sponsoring candidates on this programme. All candidates will be required to complete initial literacy and numeracy tests. Yes

Aims of the Programme: The programme is intended to: 1. Equip students with practical skills and underpinning theoretical knowledge 2. Provide students with a supportive and stimulating learning experience and introduce the concept of lifelong learning 3. Provide a high quality educational programme in partnership with employers which fosters a multi-agency approach to health and social care provision 4. Provide a progression route to the BSc (Hons) Health Studies Programme Intended Learning Outcomes: By the end of this programme the student will be able to: Knowledge and understanding 1. Demonstrate knowledge and understanding of the biological, psychological and social processes that underpin health and social care 2. Appreciate the values and attitudes concurrent with good health care practice 3. Understand the policies and legislation that underpin patient care within the NHS and wider healthcare community 4. Demonstrate understanding of their own job role within the context of their employing organisation and the wider healthcare community Cognitive and intellectual skills 1. Critically and creatively analyse, synthesise and interpret information and ideas from a range of sources 2. Evaluate and apply elements of best practice to meet the needs of patients and their families Key transferable skills 1. Demonstrate excellent communication skills and be able to clearly articulate ideas within academic and workplace environments 2. Demonstrate the skills of planning, organising, decision making, problem solving, team working and apply these in both academic and practice settings 3. Use ICT as both a learning tool and a practical resource in the workplace 4. Critically reflect on personal development and utilise opportunities for lifelong learning Programme Quality Handbook 2015-16

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Practical and Employment related skills 1. Work effectively within own practice area, coping with situations of varying complexity and predictability 2. Be able to act with increasing autonomy, with reduced need for supervision and direction within defined guidelines

College: South Devon College Year: 2014/15 Course Code: B900 at institution S32 Full/Part Time:

Full Time

Programme Structure for: FdSc Healthcare Practice Level 4 Module Code

Module Title

Level 5 No. of Credits

Core / Optional

Module Code

Module Title

No. of Credits

Core / Optional

SOUD1349 Skills for Healthcare Practice

Core

HEAB273

Evidence Based Practice

Core

SOUD1136 Foundations of Healthcare Practice

Core

HEAB221

Changing Practice

Core

20 SOUD1278 Human Growth and Development 20 SOUD1129 Developing Research and Practice 20 SOUD1137 The Care Process

Core

SOUD2143 Health Promotion

Core

SOUD2142 Law and Ethics in Practice

Core

HEAB202R Long Term Conditions Care Management

Optional

SOUD1138 Diverse Perspectives on Health and Illness

Core

HEA293R

Care of the Critically Ill Adult or Long Term Conditions

Optional

HEAB223

20 Specialist Knowledge and Skills for Practice

Optional

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Optional

SOUD2008 Management: People, Projects and Provision

Optional

SOUD2298 Health and Social Care

Optional

20 SOUD2299 Social, Developmental, Clinical and Learning Psychology II

Optional

CAE207

Independent Study

Progression Route(s) Successful completion of the FdSc Healthcare Practice enables students to progress to a BSc (Hons) Healthcare Practice. This programme has been designed to provide practitioners with both academic and subject expertise. The modules have been specifically designed to cross professional boundaries and meet both current and future health needs. To achieve the BSc (Hons) Healthcare Practice students will attend university at South Devon College, undertake private study and work based learning. Students can ‘step on’ and ‘step off’ the flexible programme as appropriate, following completion of a module. A student may also continue on to studies at the University of Plymouth to complete courses such as the BSc (Hons) Health Studies. If you progress to the final stage of a University of Plymouth either at South Devon College or the University of Plymouth programme then your level 4 and level 5 marks will be taken into account in your final degree classification.

Any Exceptions to Regulations N/A

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Teaching methods and assessments A: Development of Knowledge and Understanding  Structure and function of the human body  Biological, psychological and sociological influences on health, illness and disability  The context of healthcare provision including the structure, policies and delivery of healthcare within the NHS and wider healthcare community  Evidence Based Practice  Ethical practice  Designated healthcare roles Foundation Degree Qualification Benchmark (FDQB) (2010)  Provide knowledge and skills that are necessary to enable employees to be versatile and adaptable in progressing to and within work 

Knowledge and critical understanding of the well-established principles their field of study and the way in which those principles have developed

Learning and Teaching Strategy/Method A wide range of student centred approaches are used including lectures, seminars, workshops, group work, e-learning and directed study. Critical incident analysis and reflection on practice are used to enable theory/practice links. Inter-professional learning is emphasised in practice.

Assessment A variety of assessment methods are used that emphasise theory/practice links throughout the programme. These include essays, practicefocused assignments, project reports, clinical assessments, competency based practice portfolios, seminar presentations and tests. Theory and practice are formatively and summatively assessed against criteria that measure academic and practice levels of performance

Subject Benchmark Statements Health Studies (2008)  Health care can be examined as a human capacity determined by a range of social, political, economic and organisational factors Social Policy and Administration and Social Work (2007)  An understanding of the key concepts used to understand human needs and social welfare; for example equity, inequality, poverty, exclusion, identity, social difference and diversity  An understanding of how contemporary social problems have emerged and of social policy responses B: Cognitive and Intellectual Skills

Learning and Teaching Strategy/Method

By the end of the programme the student will be able to:  Apply the skills needed for academic study and enquiry

A wide range of student centred approaches are used including lectures, seminars, workshops, case study scenarios, group work and selfdirected learning facilitated by study packs.

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  

Critique and analyse the evidence that underpins healthcare practice. Identify and apply appropriate health and social theory to practice Demonstrate advanced problem solving skills in order to make sustainable judgements in the context of practice 2.1.1. Foundation Degree Qualification Benchmark (FDQB) (2010)

 



Successful application in the workplace of the range of skills learnt throughout the programme Ability to apply underlying concepts and principles outside the context in which they were first studied, and the application of those principles in a work context Ability to evaluate critically the appropriateness of different approaches to solving problems in their field of study and apply these in a work context

Critical incident analysis and reflection on practice are used to guide theory/practice links. Inter-professional learning is a key feature throughout this programme.

2.1.4. Assessment A variety of assessment methods are used to emphasise theory/practice links throughout the programme. These include essays, competency based practice portfolios, scenario analysis, tests, seminar presentations and debates. Theory and practice are summatively assessed against defined academic and work based competencies.

2.1.2. Subject Benchmark Statements, Health Studies (2008) 



The ability to draw upon the personal and lived experience of health and illness through the skill of reflection and to make links between individual experience of health and health issues The ability to draw on research and research methodologies to locate, review and evaluate research findings relevant to health and health issues across a range of disciplines 2.1.3. Social Policy and Administration and Social Work (2007)



Sensitivity to the values and interests of others: social policy equips students to identify and take account of the normative and moral positions of others in order to understand how human needs are felt and met

C: Key Transferable Skills

Learning and Teaching Strategy/Method

By the end of the programme the student will be able to: (for example)

Transferable skills are generally incorporated within modules. The engagement in practice provides an opportunity for students to

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    

Evaluate own academic, professional and clinical performance Take responsibility for personal and professional learning and development Manage time, prioritise workloads, recognise and manage personal emotions and stress Understand career opportunities and challenges ahead and begin to plan a career path Demonstrate literacy & numeracy skills

Programme Quality Handbook 2015-16

demonstrate many of these skills and to be assessed in the practice area. Individual reflection and group work also develop these skills. The use of e-learning is particularly effective in developing confidence with ICT. Academic study blocks followed up by study day’s link theory to practice throughout the programme.

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D: Employment Related Skills

2.1.5.

By the end of the programme the student will be able to:          

Demonstrate the ability to assess health needs of patients/clients Effectively plan to meet patient needs Demonstrate effective implementation of a range of therapeutic interventions Evaluation of care/intervention Respond appropriately to a range of incidents and emergency situations Manage the care of designated patients Maintain clear and accurate records. Demonstrate the ability to carry out practice with due regard to legal and ethical guidelines as detailed in clinical protocols Communicate effectively with a wide range of individuals using a variety of methods Engage with technology, and in particular demonstrate the effective and efficient use of information and communication technology

E: Practical Skills By the end of the programme the student will be able to: 

Demonstrate the ability to assess health needs of patients/clients  Effectively plan to meet patient needs  Demonstrate effective implementation of a range of therapeutic interventions  Evaluation of care/intervention  Respond appropriately to a range of incidents and emergency situations  Manage the care of designated patients  Maintain clear and accurate records.  Demonstrate the ability to carry out practice with due regard to legal and ethical guidelines as detailed in clinical protocols  Communicate effectively with a wide range of individuals using a variety of methods  Engage with technology, and in particular demonstrate the effective and efficient use of information and communication technology Foundation Degree Qualification Benchmark (FDQB) (2010) Programme Quality Handbook 2015-16

Learning and Teaching Strategy/Method All modules are work based and require students to integrate theory with practice. Coaches, who have been prepared for their role, will support and supervise the students. Students will experience multi-professional team working that promotes the principles of inter-professional working. The use of critical incident analysis and reflection on practice helps bridge the theorypractice gap.

2.1.6. Assessment

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

An understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge in their field of knowledge and in a work context (page 9)

Practice portfolios identify the practice based generic and specific competencies necessary for successful completion of the programme. Reflective accounts of practice will be included in the portfolios.

Subject Benchmark Statements Health Studies (2008) Work with others in the preparation and presentation of group work, and take responsibility for an agreed area of a shared activity Distinctive Features of the Foundation Degree Examples of distinctive features    

Curriculum developed in close collaboration with healthcare employers to ensure the integration of theory and practice The programme balances academic and practice based demands in order to prepare students for healthcare roles in the public and independent sector The programme will encourage lifelong learning and emphasise the importance of Continuing Professional Development by utilising self-directed learning and reflection in a programme designed to support learners Local based delivery across the Peninsula will ensure a programme which widens participation and celebrates the diversity of local healthcare and education provision

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Learning Outcomes Maps for FdSc Healthcare Practice at HE Levels 4 and 5

Learning Outcomes Map 1 Graduate Attributes and Skills Core Programme Intended Learning Outcomes

Level 4 Programme Aim

NB refer to Knowledge/ Understanding Students will be able to demonstrate a knowledge of the underlying relevant Aim(s) concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that (those) area(s) of study. In particular: 1  The structure and function of the human body 1  The biological, psychological and sociological influences of health, illness and disability 3  The context of healthcare provision including the structure, policies and delivery of healthcare within the NHS and wider healthcare community Cognitive / Intellectual Skills (generic) Students will be able to demonstrate an ability to present, evaluate, and interpret qualitative and quantitative data, to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study. They will also be able to demonstrate the ability to evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work. In particular to:  Demonstrate the skills needed for academic study and 1,2,3 enquiry  Identify and apply appropriate health and social theory to 1,2,3 practice

Programme Quality Handbook 2015-16

Programme Learning Outcome

Related Core Modules

NB refer to relevant benchmark(s)

NB refer to relevant core modules

FDQB Health Studies Social Policy and Administration

HEAA124R SOUD1138 SOUD 1349 HEAB273 SOUD1137 HEAB221

FDQB

SOUD1129

Health Studies Social Policy and Administration

SOUD1349

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Key / Transferable Skills (generic) Students will be able to demonstrate an ability to communicate accurately and reliably, and with structured and coherent arguments. Students will also be able to demonstrate an ability to take different approaches to solving problems. In particular to:  Take responsibility for personal and professional learning and development  Demonstrate literacy and numeracy skills Employment-related skills Students will be able to demonstrate an ability to undertake further training and develop new skills within a structured and managed environment and the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility. IN particular to:  Demonstrate the ability to assess, plan, implement and evaluate care/intervention to meet the health needs of patients Practical Skills (subject specific)  Maintain clear and accurate records  Demonstrate ability to engage with technology, particularly the effective and efficient use of information and communication technology

2,4

FDQB

1,2

1,2,3

1 1,2,3

Programme Quality Handbook 2015-16

SOUD 1129 HEAA122

FDQB Health Studies

SOUD1137 SOUD1349

Health Studies

SOUD1349 SOUD1129

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Level 5 Foundation Degree Intended Learning Outcomes Map 1 Graduate Attributes and Skills Core Programme Intended Learning Outcomes

Programme Aim

Knowledge/ Understanding knowledge and critical understanding of the well established principles of their area(s) of study, and the way in which those principles have developed; knowledge of the main methods of enquiry in their subject(s) and ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study. They will also be able to demonstrate an understanding of the limits of their knowledge, and how this influences analyses and interpretations based on that knowledge . In particular:  Evidence Based Practice



Ethical practice



Designated healthcare roles

Programme Quality Handbook 2015-16

1,2,3,4

Programme Learning Outcome

Related Core Modules

FDQB Health Studies

HEAB273 HEAB202 HEAB221 SOUD2143

1,2,3

FDQB Health Studies Social Policy and Administration

SOUD2142 HEAB221 SOUD2143

FDQB Social Policy and Administration

HEAB273 HEAB221 HEAB223 SOUD2298

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Cognitive / Intellectual Skills (generic) Students will be able to demonstrate an ability to apply underlying concepts and principles outside the context in which they were first studied. In particular to:  Reason critically and analyse the evidence that underpins healthcare practice  To demonstrate advanced problem solving skills in order to make sustainable judgements in the context of practice Key / Transferable Skills (generic) Students will be able to demonstrate an ability to evaluate critically the appropriateness of different approaches to solving problems in the field of study; use a range of established techniques to initiate and undertake critical analysis of information, and to propose solutions to problems arising from that analysis and effectively communicate information, arguments, and analysis, in a variety of forms, to specialist and non-specialist audiences, and deploy key techniques of the discipline effectively. In particular to:  Analyse and evaluate own academic, professional and clinical performance



Communicate effectively with a wide range of individuals using a variety of means

Programme Quality Handbook 2015-16

1,2,3 1,2,3

1,3

FDQB Health Studies Social Policy and Administration

SOUD2142 HEAB273 HEAB221 SOUD2298

FDQB

HEAB273 HEAB221 SOUD2143 HEAB223

FDQB Health Studies

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HEAB273 HEAB221 HEAB202 HEA293R

Employment-related skills Students will be able to demonstrate an ability to apply subject principles in an employment context possibly different from that in which they were first studied; undertake further training, develop existing skills and acquire new competencies that will enable them to assume significant responsibilities within organisations and demonstrate the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and decision making. In particular to:  Respond appropriately to a range of incidents and emergency situations  Manage the care of designated patients  Demonstrate the ability to carry out practice with due regard to legal and ethical guidelines as detailed in clinical protocols  Understand career opportunities and challenges ahead and begin to plan a career path Practical Skills (subject specific)  Manage time, prioritise workloads, recognise and manage personal emotions and stress

Programme Quality Handbook 2015-16

1,3

FDQB Health Studies

HEA293R HEAB221 HEAB223

FDQB Health Studies

HEAB273 HEAB221 HEAB223

1,3 1,2,3 1,2,4

1,2

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3. Module Records. SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1349 CREDITS: 20 PRE-REQUISITES: None

MODULE TITLE: Skills for Healthcare Practice FHEQ LEVEL: 4

CO-REQUISITES: None

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module introduces the student to the NHS and Healthcare Community and enables them to understand designated healthcare roles in context. The module will also enable students to develop a portfolio that will demonstrate the acquisition of core and specialist competencies within the workplace. . ELEMENTS OF ASSESSMENT COURSEWORK PRACTICE C1 50% P1 50% or Pass/Fail SUBJECT ASSESSMENT PANEL Group to which module should be linked: FdSc Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: To enable students to develop knowledge and understanding of designated roles within the healthcare sector and to develop a range of work based competencies to underpin and ensure safe practice. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate an understanding of designated healthcare roles, including the Assistant Practitioner, within own practice area and the healthcare community 2. Identify and explain the impact of statutory and professional regulations and the principles of accountability in relation to individual practice 3. Demonstrate the ability to act within role boundaries whilst performing specified work based competencies in a safe and effective manner DATE OF APPROVAL: 07/03/14 DATE OF IMPLEMENTATION: September 2014 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: Semester 1

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Jane Gidman

OTHER MODULE STAFF: http://www.plymouth.ac.uk/staff/rboden Sally Buchanan, Sarah Venn-Dunn Rachel Nolan

Summary of Module Content  NHS and Healthcare Community  National Service Frameworks  Statutory regulations  Roles, responsibilities and boundaries  Accountability  Core clinical competencies that ensure safe practice  Clinical competencies specific to service area  Work based competencies

Coursework

C1 P1

Practice Updated by: Maxine Davis

Reflective essay Competency Portfolio

Comment s Include links to learning objectives

Compone nt weightin g

Compone nt Name

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled 60 Full days during semester 1 Lectures/seminars/formative tutorials/student directed sessions Tutorials 30 One to one or group tutorials Scheduled Related visits 30 Work placement visits to support learning Guided independent study 80 Individual and group assignment development, independent reading Total 200

100% 2000 words. LO 2 100% Pass/Fail LO1&3 Date: 01/09/15

Programme Quality Handbook 2015-16

Approved by: Alastair Wilson

Date: 01/09/15

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1136

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Foundations of Healthcare Practice FHEQ LEVEL: 4

CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module sets the scene for contemporary health and social care provision and the factors that influence policy and policy making in the United Kingdom. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: The module aims to raise discussion surrounding the political, economic, social and technological context of change in health and social care and evaluate the historical development of health and social care in terms of provision and approaches to health and social care. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Evaluate the historical development of health and social care in terms of provision and approaches to health and social care 2. Understand the factors that influence policy and policy-making 3. Evaluate the key contemporary policy themes that drive health and social care policy and provision 4. Discuss the political, economic, social and technological context of change in health and social care DATE OF APPROVAL: 07/04/06 DATE OF IMPLEMENTATION: 09/06 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: School of Health Professions/South Devon College TERM: 1st Semester

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Sally Buchanan

OTHER MODULE STAFF: Maxine Davis http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content Structure and history of the NHS Policy and policy making History of medicine Economic, social and technological context of change in health and social care Accountability Definition of a professional

Updated by: Maxine Davis

Component Name

Component weighting

Comments Include links to learning objectives

Coursework

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled 35 Over 4 days during semester one/two Lectures/seminars/formative tutorials/student directed sessions Scheduled Tutorials 25 One to one or group tutorials Scheduled Related visits 12 Visit to support learning or opportunity to attend research showcase Guided Independent Study 128 Directed weekly reading, moodle based tasks, and assessment development Total 200

Editorial

40%

LO2, LO3.

Essay

60% 100%

LO1, LO2, LO4

Date: 01/09/15

Programme Quality Handbook 2015-16

Approved by: Alastair Wilson

Date: 01/09/15

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1278

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Human Growth and Development FHEQ LEVEL: 4

CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module provides an overview of human growth and development across the lifespan to form a foundation for healthcare practice. . ELEMENTS OF ASSESSMENT WRITTEN EXAMINATION T1 (in-class test) 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Professional body minimum pass mark requirement: 40% MODULE AIMS: To introduce the student to the biological concepts of human growth and development across the lifespan. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Identify the major structures and processes involved in maintaining homeostasis 2. Outline how the body changes during the human life cycle DATE OF APPROVAL: 07/04/06 DATE OF IMPLEMENTATION: 09/06 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 1st Semester

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Mark Hardwick

OTHER MODULE STAFF: http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content  Human anatomy and physiology  Normal structures and functions of the human body across the lifespan

Updated by: Maxine Davis

In-Class Test Paper 1 In-Class Test Paper 2

50%

Comments Include links to learning objectives

Component weighting

Element

Written Exam

Component Name

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled 45 3 hours per week for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Teaching focused reading 30 2 hours per week for 15 weeks. linked to sessions Academic reading for each session Guided independent study 125 Directed weekly reading, moodle based tasks, and assessment development Total 200

LO1, LO2

50% 100% Date: 01/09/15

Programme Quality Handbook 2015-16

Approved by: Alastair Wilson

Date: 01/09/15

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1129 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Developing Research and Practice FHEQ LEVEL: 4

CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module is designed to enable students to demonstrate that they have all the qualities and transferable skill necessary for relevant employment requiring the exercise of responsibility and decision making, including the ability to relate their professional practice to underlying theory and principles. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Subject External Professional body minimum pass mark requirement: 40% MODULE AIMS:  To enable students to develop a comprehensive portfolio of evidence that supports their career development and practice.  To enable students to demonstrate an approach to their practice that is informed by up to date and relevant theoretical perspectives.  To support students in developing as autonomous learners at HE level. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate how relevant theoretical perspectives have informed and enhanced practice. 2. Select examples from their practice to illustrate their understanding of the well-established principles of the area(s) of study in the programme. 3. Demonstrate an ability to identify, locate, critically evaluate and use information appropriate to the task in hand. 4. Demonstrate the ability to work independently and in a team in a manner that meets professional requirements. 5. Demonstrate the acquisition of research related skills in the area(s) of study; 6. Demonstrate the ability to communicate in styles appropriate for a variety of professional purposes and audiences. 7. Evaluate own strengths and weaknesses, and areas requiring further development, as part of the continuing Personal Development Plan (PDP). DATE OF APPROVAL: 03/2010 DATE OF IMPLEMENTATION: 09/2010 DATE(S) OF APPROVED CHANGE: N/A

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 1st Semester

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Maria Woodger

OTHER MODULE STAFF: http://www.plymouth.ac.uk/staff/rboden Maxine Davis Sarah Venn-Dunn

Summary of Module Content  Academic literacy and research conventions in their chosen field;  The requirements of professional practice;  Informed reflection, self-evaluation and personal action planning;  Relevant ICT competences to support academic and professional practice;  Information Literacy, including search strategies, identification and critical selection of quality, scholarly information.

Coursework

Updated by: Maxine Davis

Reflective PDP and SWOT Submission1 Reflective PDP and SWOT Submission 2

Comments Include links to learning objectives

Component weighting

Component Name

Element

Category

SUMMARY OF TEACHING AND LEARNING Scheduled Activities Hour Comments/Additional Information s Scheduled 45 3 hours per week for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Teaching focused reading 30 2 hours per week for 15 weeks. linked to sessions Academic reading for each session Guided independent study 125 Directed reading, moodle based tasks, and assessment development Total 200

LO1, LO2, LO3, LO4, LO5 and LO6 20% 80%

Date: 01/09/15

Programme Quality Handbook 2015-16

LO7

Approved by: Alastair Wilson

Date: 01/09/15

Page 25 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1137 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: The Care Process FHEQ LEVEL: 4

CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module identifies and promotes the principles of good practice in relation to the assessment, planning, implementation and evaluation of care. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: This module aims to evaluate reasons and rationale for the various components of the care process and to discuss the importance of working in partnership with a multidisciplinary team in order to assess, plan, implement and evaluate individualised care. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Evaluate the reasons and rationale for the various components of the care process 2. Discuss the importance of working in partnership with a multidisciplinary team in order to assess, plan, implement and evaluate individualised care 3. Critically reflect on the tools and techniques that health and social care practitioners use to facilitate the care process in practice DATE OF APPROVAL: 07/04/2006 DATE OF IMPLEMENTATION: 09/2006 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 2nd Semester

Page 26 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/196

NATIONAL COST CENTRE: 103

MODULE LEADER: Maxine Davis

OTHER MODULE STAFF: Sarah Venn-Dunn Jackie Cunningham http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content  The Patient Journey  Assessment, planning, implementation and evaluation of care  Models of care  The patient perspective  Patient, Public Involvement  Stereotyping, prejudice and subjectivity  Record keeping  Confidentiality

Updated by: Maxine Davis

Comments Include links to learning objectives

Component weighting

Component Name

Coursework

Element

Category

Poster

30%

LO2,

Essay

70% 100%

LO1, LO3.

Date: 01/09/15

Approved by: Alastair Wilson

Programme Quality Handbook 2015-16

Date: 01/09/15

Page 27 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD1138

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Diverse perspectives on health and illness FHEQ LEVEL: 4

CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: The module establishes a holistic approach to health and illness â&#x20AC;&#x201C; proposing a broad-based understanding of health and ill-health from a life-course perspective. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: The module aims to examine the foundations of health through a life course perspective and evaluate the influence of psycho-social and political factors on individuals, families and communities. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Examine the foundations of health through a life course perspective 2. Evaluate the influence of psycho-social and political factors on the health, wellbeing and illness of individuals, families and communities 3. Discuss the contested nature of knowledge, theoretical frameworks and research evidence which underpin diverse perspectives on health and illness 4. Examine the interactive nature of social, psychological and biological factors that impact on health, disability and chronic disease DATE OF APPROVAL: 07/04/2006 DATE OF IMPLEMENTATION: 09/2006 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 2nd Semester

Page 28 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Mark Hardwick

OTHER MODULE STAFF: Jo Jerem y http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content The following topics will be covered over the course of the module:  What is psychology, sociology and social policy?  Sociological perspectives  Psychological theories  Understanding health and illness  Factors which affect health  The rise of biomedicine: Historical context of health, the medical versus social models of health  Introduction to health inequality  Social processes in healthcare  Poverty and social exclusion: Implications for policy  Gender and health  Culture and health  Changing family structures and the implications for informal care.  The founding principles of the NHS ; the move to community care; the current ‘crisis’

Updated by: Maxine Davis

Comments Include links to learning objectives

Coursework

Component weighting

Component Name

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled 35 Semester 2 Lectures/seminars/formative tutorials/student directed sessions Scheduled Related visits 3 Related Guest Speakers and attendance at the Research Showcase Guided independent study 132 Directed reading, moodle based tasks, and assessment development Scheduled Tutorials 30 A mixture of one-to one and group tutorials Total 200

Poster Presentation Essay

50%

LO1, LO2, LO3.

50% 100% Date: 01/09/15

Programme Quality Handbook 2015-16

Approved by: Alastair Wilson

Date: 01/09/15

Page 29 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: HEAB273 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Evidence Based Practice FHEQ LEVEL: 5 CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: The focus of this module is on the understanding of research approaches and research methodology in order to explore the concept of evidence based practice. The module covers the principles of quantitative, qualitative and critical research designs, and approaches to data collection and analysis. Issues of reliability, validity and rigour of research studies, and the professional and ethical aspects of health care audit and research are also addressed. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: Basic research literacy is an essential pre-requisite of evidence based practice. This module is intended to help practitioners extend their knowledge of research approaches, and to develop the capacity to search and critically appraise health-related research literature representative of a range of study designs and methods. It also aims to increase awareness of the relevance of research information to the evaluation and development of practice. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate an understanding of the different research approaches to health care. 2. Locate research literature using electronic databases 3. Critically evaluate studies, accurately demonstrating knowledge of research designs, methods of data collection, analysis and presentation 4. Discuss professional and ethical considerations in evidence based health care. DATE OF APPROVAL: 01/2001 DATE OF IMPLEMENTATION: 09/2001 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 1st Semester

Page 30 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Mark Hardwick

OTHER MODULE STAFF: Maxine Davishttp://www.plymouth.ac.uk/staff/rboden

Summary of Module Content The research process Research approaches: quantitative, qualitative and critical Research designs and methods of data collection Issues of reliability, validity and rigour in research Introductory statistics Analysis and presentation of findings Reading research reports and critical evaluation of findings using evaluation checklists to aid critical appraisal Application of research to health care Ethical considerations in health care research

Coursework

Updated by: Maxine Davis

Critique Literature Review

Comments Include links to learning objectives

Component Name

Component weighting

Element

Category

SUMMARY OF TEACHING AND LEARNING Scheduled Activities Hours Comments/Additional Information Scheduled 45 3 hours per week for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Teaching focused reading 30 2 hours per week for 15 weeks. linked to sessions Academic reading for each session Guided independent study 125 Directed reading, moodle based tasks, and assessment development Total 200

30% 70% 100% Date: 01/09/15

Programme Quality Handbook 2015-16

Approved by: Alastair Wilson

Date: 01/09/15

Page 31 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: HEAB221 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Changing Practice FHEQ LEVEL: 5 CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module will explore change management, team working and leadership theories and develop the related skills of communication, innovation, negotiation and recognising stress. It will enable the student to investigate and analyse an issue of interest within the practice setting using research and other evidence. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: To enable students to locate, appraise and apply evidence relating to a practice issue. To enable students to recognise the challenges of improving service and evaluate implemented changes to practice. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate the acquisition of change management skills 2. Identify opportunities for developing practise through the application of appropriate evidence in consultation with Line Manager 3. Recognise the need to evaluate changes to practice DATE OF APPROVAL: 07/04/2006 DATE OF IMPLEMENTATION: 09/2006 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 1st Semester

Page 32 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Maxine Davis

OTHER MODULE STAFF: Jackie Cunningham http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content  Change management, leadership and team working theories  Communication and negotiation  Audit and project skills  Identifying challenges and resistance to change

Poster Presentation

Comments Include links to learning objectives

Component weighting

Component Name

Element

Category

SUMMARY OF TEACHING AND LEARNING Scheduled Activities Hours Comments/Additional Information Scheduled Lecturers/seminars 45 3 hours per week for 15 weeks Teaching focused reading 30 2 hours per week for 15 weeks. linked to sessions Academic reading for each session Guided independent study 125 Directed reading, moodle based tasks, and assessment development Total 200

30% LO2.

Coursework Report

Updated by: Maxine Davis

70% LO1,3 100% Date: 01/09/15

Programme Quality Handbook 2015-16

Approved by: Alastair Wilson

Date: 01/09/15

Page 33 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2143 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Health Promotion FHEQ LEVEL: 5

CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module is divided into two sections. The first section seeks to elaborate on the theoretical background with the aim of developing a critical awareness of the key concepts, debates and methods relating to health promotion. The second section aims to evaluate a range of health promotion strategies in different fields. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: The module aims to develop a critical understanding of the theory, concepts and practical issues relating to health promotion. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate an understanding of the key concepts in health promotion 2. Reflect on the theoretical basis for health promotion 3. Understand the main approaches that can be used in implementing health promotion at individual, community, and policy development level 4. Evaluate the success or otherwise of health promotion practice in a variety of settings 5. Appreciate the necessity for evaluation of health promotion interventions, and describe the methods used to evaluate efficacy, effectiveness and efficiency of health promotion 6. Demonstrate a critical, in-depth understanding of health promotion in a particular area or setting 7. Reflect on the principles and application of health promotion in the context of own professional practice DATE OF APPROVAL: 07/04/2006 DATE OF IMPLEMENTATION: 09/2006 DATE(S) OF APPROVED CHANGE: 11/2010

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 2nd Semester

Page 34 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Jackie Cunningham

OTHER MODULE STAFF: Maxine Davis, sarah Venn-Dunn http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content Introduction to health promotion: Principles and debates Theories, models and approaches in health promotion Working with individuals: Behaviour and Health Working with communities: Community development and empowerment Healthy public policy Health Communication Screening Health promotion in an International context Health Promotion Evaluation

Campaign

20%

Coursework Essay

Updated by: Sarah Venn-Dunn

80% 100%

Comments Include links to learning objectives

Component Name

Component weighting

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled 45 3 hours per week for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Scheduled Related visits 12 Possible visit Guided independent study 113 Directed reading, and assessment development Tutorials 30 One to one or group tutorials as required Total 200

10 minutes. This presentation will critically analyse the use of health promotion in a specific healthcare setting. 2000 word essay.

Date: Approved by: 25/09/15 Alastair Wilson

Programme Quality Handbook 2015-16

Date: 01/09/15

Page 35 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2142 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Law and Ethics in Practice FHEQ LEVEL: 5

CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module will develop knowledge of the legal and ethical frameworks underpinning and governing practice. It will establish the importance of individual responsibility for practice and reinforce the concepts of accountability and liability and encourage the development of informed judgement. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: To give the student a comprehensive understanding of the legal and ethical framework underpinning and governing practice. Students will be required to illustrate their own individual responsibilities in practice and demonstrate a recognition of and adherence to accountability and liability procedures. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Explain the legal and ethical frameworks underpinning practice 2. Demonstrate a thorough understanding of individual responsibilities in relation to legal and ethical procedures and policies 3. Demonstrate an understanding of and adherence to the procedures relating to incident reporting in the workplace DATE OF APPROVAL: 07/04/2006 DATE OF IMPLEMENTATION: 09/2006 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 2nd Semester

Page 36 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Mark Hardwick

OTHER MODULE STAFF: http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content Legal frameworks of care, Healthcare ethics, Safeguarding of Children, Protection of vulnerable adults (POVA). Incident reporting: assertiveness and empowerment to act, Clinical governance, Security of data, personnel and premises.

Updated by: Maxine Davis

Comments Include links to learning objectives

Component weighting

Component Name

Coursework

Element

Category

Debate

50%

Case Study

50% LO1 – LO3 100% Date: 01/09/15

Programme Quality Handbook 2015-16

LO1 – LO3

Approved by: Alastair Wilson

Date: 01/09/15

Page 37 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: HEAB202

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Long Term Conditions Care Management FHEQ LEVEL: 5 CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: The module is designed to provide the underpinning knowledge and skills to implement effective evidence based care in the practice of long term conditions care management. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: To provide contemporary knowledge, skills and competencies required to promote and manage long term conditions effectively in a variety of clinical settings. To enable the learner to develop clinical competence associated with a range of long term conditions. To highlight the significance and application of links between research/evidence based care in the management of long-term conditions. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1 Demonstrate knowledge and understanding of a range of long-term conditions. 2 Provide care, which applies ethical reasoning, research and evidence base for long term conditions management. 3 Recognise how current legislation, clinical guidelines, codes of practice and operational policy impact on clinical practice. 4 Demonstrate application of health promotion/education for patients and their carers. 5 Work collaboratively with other healthcare professionals to ensure high quality, effective care and treatment for patients with long-term conditions. Knowledge & understanding (LO1,LO2,LO3,LO4,LO5) Analysis (LO1, LO2, LO3), Evaluation (LO2,LO3, LO4), Interactive and group skills (LO5), self-appraisal and reflection (LO1, LO2, LO3, LO4, LO6), Planning and Management of Learning (LO1), Problem solving (LO2, LO3, LO4), Communication (LO4, LO5), Practical and Psycho-motor (LO1, LO2,LO3,LO4,LO5). DATE OF APPROVAL: 04/2006 DATE OF IMPLEMENTATION: 09/2006 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 1st Semester

Page 38 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Bev Glanville Geake

OTHER MODULE STAFF: Jackie Cunninghamhttp://www.plymouth.ac.uk/staff/rboden

Summary of Module Content Professional and ethical practice: Codes of practice. The employers perspective. Current political/ethical issues. Reflection. Changes and advances in clinical practice. Care delivery: Promoting a safe environment. Patient education. Promotion of self-management. Planning and implementing evidence based practice. Anatomy and physiology. Care management: Pathways of care. Psychosocial aspects of care. Multi-professional working. Risk assessment. Health Promotion/education. Infection control. Methods and approaches to delivering nursing care. Personal and professional development: Partnerships in learning. Library skills. IT skills. Work based learning. Evidence gathering activities. Critical reading. Gaining clinical skills within a range of long-term conditions.

Updated by: Maxine Davis

Presentation

40%

Case Study

60%

Date: 01/09/15

Programme Quality Handbook 2015-16

Comments Include links to learning objectives

Component weighting

Component Name

Coursework

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled 45 3 hours per week for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Tutorials 30 One to one tutorials Guided independent study 125 Directed reading, moodle based tasks, and assessment development/revision Total 200

LO1 â&#x20AC;&#x201C; LO5.

Approved by: Alastair Wilson

Date: 01/09/15

Page 39 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: HEA293R

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Core Skills of the Care of Critically ill adults in Acute Care Areas FHEQ LEVEL: 5 CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: This module is designed to enhance and develop the knowledge, assessment skills and competencies of multi-disciplinary staff caring for critically ill adults in non-critical care areas. . ELEMENTS OF ASSESSMENT COURSEWORK PRACTICE C1 50% P1 50% or Pass/Fail SUBJECT ASSESSMENT PANEL Group to which module should be linked: Nursing Professional body minimum pass mark requirement: 40% MODULE AIMS:  To enhance and increase the student’s knowledge, skills and competencies in caring for the critically ill adult in non-critical areas  To provide the student with a framework for the effective assessment of the patient at risk  To promote the development of skills in the appropriate management of critically ill adults in non-critical care areas, including consideration of psychological, ethical and legal aspects ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate competence when caring for critically ill adults in non-critical care settings 2. Describe normal and abnormal physiology of respiratory, cardiac, renal and neurological systems 3. Perform effective clinical assessment of the critically ill adult 4. Analyse data from patient assessments and make informed clinical decisions 5. Work effectively with the multi-disciplinary team, to ensure care meets agreed local and national standards DATE OF APPROVAL: 21/06/2011 DATE OF IMPLEMENTATION: 09/2011 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 1st Semester

Page 40 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Jane Gidman

OTHER MODULE STAFF: http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content  Review of respiratory, cardiac, renal and neurological major bodily systems  Review of local and national standards of care  Management of a compromised patient including psychological, social, ethical and legal aspects

Updated by: Maxine Davis

Component weighting

Comments Include links to learning objectives

Practice

Component Name

Coursework

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled 45 1.5 hours per week for 30 weeks Lectures/seminars/formative tutorials/student directed sessions Practice 75 Placement attendance Guided independent study 80 Directed reading, moodle based tasks, and assessment development/revision Total 200

Review

100%

LO1-5

Practical Scenario and Pass/Fail competencies Date: 01/09/15

Programme Quality Handbook 2015-16

Approved by: Alastair Wilson

Date: 01/09/15

Page 41 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: HEAB223

CREDITS: 20 PRE-REQUISITES: Year 1 FdSc Healthcare Practice

MODULE TITLE: Specialist Knowledge and Skills for Practice FHEQ LEVEL: 5 CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: Learner and Practice-Led Work Based Learning provides learners with opportunities to relate conceptual frameworks and ideas that have been developed in their discipline based subjects to the practicalities of the working environment. By using a work base directed approach, the learner is able to develop a range of transferable skills, which can be modified according to the context in which they are practiced. This module will enable students to develop a portfolio that will demonstrate the acquisition of core and specialist competencies within and specific to the workplace. . ELEMENTS OF ASSESSMENT COURSEWORK PRACTICE C1 50% P1 50% pass/fail SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: To enable students to gain specific knowledge and develop a range of specialised work based competencies appropriate to specific areas of practice. To develop the skills of reflection in practice. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Demonstrate the ability to perform specified work based competencies in a safe and effective manner 2. Demonstrate the acquisition of specific knowledge relating to client group within the work place 3. Reflect on the acquisition of work based skills 4. Demonstrate the ability to act within role boundaries whilst observing protocols and guidelines DATE OF APPROVAL: 07/04/2006 DATE OF IMPLEMENTATION: 09/2006 DATE(S) OF APPROVED CHANGE: 01/04/2007

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 2nd Semester

Page 42 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Jane Gidman & Bev Glanvill-Geake

OTHER MODULE STAFF: http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content  Core clinical knowledge and competencies that ensure safe practice  Clinical knowledge and competencies specific to service area

Comments Include links to learning objectives

Component Name

Component weighting

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled 45 Full days during semester 1 Lectures/seminars/formative tutorials/student directed sessions Tutorials 30 One to one tutorials Scheduled Related visits 50 Work placement visits Guided independent study 75 Individual assignment work, group assignment, reading Total 200

Essay

100%

LO1-4.

Competency Portfolio

100%

Achievement of all competencies identified in portfolio assessed in the workplace.

Date: 01/09/15

Approved by: Alastair Wilson

Coursework

Practice

Updated by: Maxine Davis

Programme Quality Handbook 2015-16

Date: 01/09/15

Page 43 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: CAE207 CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Independent Study Module FHEQ LEVEL: 5 CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: No

SHORT MODULE DESCRIPTOR: To engage student in research into subject of interest within the framework of the Foundation Degree programme in order to increase knowledge base and increase good practice. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: This module aims to:  To allow for in-depth study of a topic of the student’s choice  To develop independent work habits and research skills  To facilitate the production of a critical exploration of an area of educational importance ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Has a detailed knowledge of major theories of the topic chosen and an awareness of a variety of ideas, contexts and frameworks. 2. Analyse a range of information in relation to chosen topic with minimal guidance using given classifications and can compare alternative methods and techniques for obtaining data. 3. Can reformat a range of ideas and information towards a given purpose. 4. Can select appropriate techniques of evaluation and can evaluate the relevance and significance of data collected. 5. Can take responsibility for own learning with minimum direction. DATE OF APPROVAL: 05/2004 DATE OF IMPLEMENTATION: 09/2005 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 1st Semester

Page 44 of 51

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Maxine Davis

OTHER MODULE STAFF: Mark Hardwick http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content This module is designed to allow students to research an individual topic area linked to their area of practice. The methodological concepts of research will be addressed in conjunction with the underlying theories of health and social care.

Research Proposal

30%

Research Project

70% 100%

Comments Include links to learning objectives

Component weighting

Component Name

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled Lecturers/seminars 45 3 hours per week for 15 weeks Scheduled 30 Planning, development and piloting of secondary Lectures/seminars/formative research tools. tutorials/student directed sessions Primary research for project 20 Research in practice. investigation Guided independent study 105 Directed reading, moodle based tasks, and assessment development/revision Total 200

LO1, LO2, LO3, LO4, LO5.

Coursework

Updated by: Maxine Davis

Date: 01/09/15

Programme Quality Handbook 2015-16

Approved by: Alastair Wilson

Date: 01/09/15

Page 45 of 51

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2008

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Management: People, Projects and Provision FHEQ LEVEL: 5

CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: This module aims to assist the student in management issues surrounding youth and community practice. Assessing roles and values within organisations which impact upon the theory and practice of youth workers. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Healthcare Practice Professional body minimum pass mark requirement: 40% MODULE AIMS: Qualified youth workers are expected to be competent managers of themselves and others. This module seeks to critically introduce a range of relevant theories of management appropriate to youth and community work practices and organisations, including specifically issues of managing, supervising and supporting individuals and teams. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Critically evaluate the application of management principles and practice to youth and community work. 2. Critically analyse the impact and role of different organisations within the management of youth and community work. 3. Critically evaluate the role of values and value conflicts in management and organisational delivery, applying knowledge and understanding of management theory to current practice. DATE OF APPROVAL: 06/2008 DATE OF IMPLEMENTATION: 09/2008 DATE(S) OF APPROVED CHANGE: N/A

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: 14/AY/SP/M

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Maxine Davis

OTHER MODULE STAFF: http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content Management principles and professionalism in youth work; Managing self; Human resource management â&#x20AC;&#x201C; managing staff and teams; Supervision and managing poor performance; Staff development and training; Equal opportunities and anti-discrimination in management in relation to staff management and development.

Coursework

Updated by: Maxine Davis

Essay Oral Presentation

Comments Include links to learning objectives

Component Name

Component weighting

Element

Category

70%

LO1, LO2, LO3.

30% 100%

LO1, LO2, LO3.

Date: 01/09/15

Programme Quality Handbook 2015-16

Approved by: Alastair Wilson

Date: 01/09/15

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2298 CREDITS: 20 PRE-REQUISITES: None

MODULE TITLE: Health and Social Care FHEQ LEVEL: 5

CO-REQUISITES: None

JACS CODE: B900 COMPENSATABLE: Y

SHORT MODULE DESCRIPTOR: This module identifies the political platform in which Health and Social Care delivery is strategically implemented across the UK. Discussion around the leadership and frameworks that underpin practice and differing agendas that organisations support within their practice. . ELEMENTS OF ASSESSMENT COURSEWORK C1 100% SUBJECT ASSESSMENT PANEL Group to which module should be linked: FdSc Healthcare Practice Professional body minimum pass mark requirement: MODULE AIMS: To develop a theoretical and practical understanding of health and social care and apply this to the strategic decision making within the contexts of local, national and global practice. ASSESSED LEARNING OUTCOMES: (additional guidance below) At the end of the module the learner will be expected to be able to: 1. Critical evaluation of strategic decision making in Health and Social Care provision 2. Demonstrate an understanding of the range and type of formal and informal social care and the legal and policy context of social care 3. Critically review health issues in various contexts, local, national and global 4. Critically appraise theories about society, welfare states and social care in particular those relating to the impact of inequality and discrimination on social care services and service users 5. Evaluate the contribution of professional/social care practice, organisation of care environments to the quality of social care provision

DATE OF APPROVAL: 07/03/14 DATE OF IMPLEMENTATION: September/14 DATE(S) OF APPROVED CHANGE: XX/XX/XXXX

Programme Quality Handbook 2015-16

FACULTY/OFFICE: AP SCHOOL/PARTNER: South Devon College TERM: Semester 1

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Maxine Davis

OTHER MODULE STAFF: http://www.plymouth.ac.uk/staff/rboden

Summary of Module Content Health and Social Care Management; Civil contingency planning; Management skills for health and social care contexts; Human resources; Leadership; Self-management; Commissioning of service delivery; Holistic care packages person centred care.

C1 Coursework

Updated by: Maxine Davis

Seminar Essay

50% 50% 100% Date: 01/09/15

Programme Quality Handbook 2015-16

Comment s Include links to learning objectives

Compone nt weightin g

Compone nt Name

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Scheduled 45 3 hours per week for 15 weeks Lectures/seminars/formative tutorials/student directed sessions Teaching focused reading linked 30 2 hours per week for 15 weeks. to sessions Academic reading for each session Guided independent study 125 Directed weekly reading, moodle based tasks, and assessment development Total 200

Learning outcomes, 1,2 and 3 Learning outcomes 4 and 5

Approved by: Alastair Wilson

Date: 01/09/15

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SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE: SOUD2299

CREDITS: 20 PRE-REQUISITES: N/A

MODULE TITLE: Social, Developmental, Clinical and Learning Psychology II FHEQ LEVEL: 5

CO-REQUISITES: N/A

JACS CODE: B900 COMPENSATABLE:

SHORT MODULE DESCRIPTOR: This module enables students to extend descriptive material presented in year 1 and develop a greater depth of understanding by encouraging a critical awareness of theory, research, practical application as applied to learning, clinical, social and developmental psychology. . ELEMENTS OF ASSESSMENT WRITTEN EXAMINATION COURSEWORK T1 (in-class test) 50% C1 50% SUBJECT ASSESSMENT PANEL Group to which module should be linked: Psychology with Sociology Professional body minimum pass mark requirement: N/A MODULE AIMS:  To develop an in-depth critical understanding of explanations of human behaviour in the four topic areas: explanations of social influence in social psychology; treatment of psychological disorders in clinical psychology; the development of gender identity; the psychology of learning in the context of development and clinical psychology.  To extend an understanding of the importance and impact of ethical issues in psychological research and practice. ASSESSED LEARNING OUTCOMES: At the end of the module the student will be expected to be able to: 1. Evaluate the appropriateness and effectiveness of treatments of psychological disorders. 2. Critically discuss different theories of the development of gender identity. 3. Evaluate theoretical explanations of social influence and their application. 4. Assess psychological research and practice in relation to ethical codes of conduct. DATE OF APPROVAL: DATE OF IMPLEMENTATION: September 2014 DATE(S) OF APPROVED CHANGE: 07/03/14

Programme Quality Handbook 2015-16

FACULTY/OFFICE: Academic Partnerships SCHOOL/PARTNER: South Devon College TERM: 14/AU/M

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SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT ACADEMIC YEAR: 2015/16

NATIONAL COST CENTRE: 103

MODULE LEADER: Jodie Culley

OTHER MODULE STAFF: Melanie Simons

Summary of Module Content Gender development: Gender schema, Social-cognitive theory, Biological influences (e.g. hormones, chromosomal abnormality), Gender dysphoria, Intersex & Issues in developmental psychology (e.g. nature-nurture, idiographic-normative, continuous-discontinuous). Ethics: APA/ BPS guidelines for human / non-human animal research, Cost-benefit analyses & Socially sensitive research. Social influence: Behaviour within small groups, Behaviour within large groups, Environmental influence, Behaviour between groups, Theories of prejudice and discrimination, Reducing intergroup conflict. Treatments of psychological disorders: Learning (e.g. aversion therapy, systematic desensitisation, token economy), Biological (e.g. drug therapy, ECT, psychosurgery), Psychological (e.g. CBT, Psychoanalysis, TA).

C1 Coursework Written exam

Updated by: Maxine Davis

Developmental Essay

Comment s Include links to learning objectives

Compone nt weightin g

Compone nt Name

Element

Category

SUMMARY OF TEACHING AND LEARNING Activities Hours Comments/Additional Information Lectures 25 Presentations of concepts/ theory/research Seminars/ Class Activities 15 Fortnightly discussion groups of key articles/ papers Tutorial 5 One-to-one assignment guidance/ feedback Self-directed/supported study 155 Total 200

2000 word essay [LO2/ LO4] 100%

Clinical/ Social timed essays

00%

Date: 01/09/15

Programme Quality Handbook 2015-16

120 minutes 2 essays written under exam conditions [LO1/ LO3]

Approved by: Alastair Wilson

Date: 01/09/15

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