Assessment Handbook BSc Paramedic Science Level 5 by University of Bedfordshire

Assessment handbook BSc (Hons) Paramedic Science Level 5

Course Coordinator: Rob Cawston School of Society, Community and Health Faculty of Health and Social Sciences

Contents

Glossary .................................................................................................................................................................3 What is this Handbook for? ................................................................................................................................4 How do I submit my assignments? ...................................................................................................................4 How can I check if my assignment has been submitted? ..............................................................................4 When are my assignments due? ....................................................................................................................4 When do exams take place? ...........................................................................................................................5 ASSESSMENT SCHEDULE . .............................................................................................................................7 Types of assessment .......................................................................................................................................8 Fairness in Assessment ...................................................................................................................................8 Formative Assessment .....................................................................................................................................8 Summative Assessment...................................................................................................................................8 Completing your assessment ..........................................................................................................................8 Planning for your assessments.......................................................................................................................8 How do I know what is expected of me? .....................................................................................................9 Where can I get help with my work? ............................................................................................................9 What happens if I have a crisis and cannot submit or attend my assessment? ................................. 10 What if I am late for a submission or assessment? ................................................................................. 10 How will my work be marked? .................................................................................................................... 10 University Grading System ............................................................................................................................... 10 Plagiarism checking....................................................................................................................................... 11 How do I access my marks and feedback? ............................................................................................... 11 What happens if I fail? ................................................................................................................................. 11 How can I ensure I obey the rules regarding good academic practice? .............................................. 12 How do I avoid breaking the rules? ........................................................................................................... 12 How many credits do I need to pass the year? ........................................................................................ 12 Assessment Explained – At a Glance.............................................................................................................. 13 Feedback ........................................................................................................................................................ 14 Making the Most of Feedback...................................................................................................................... 14 When will I receive my marks and feedback from summative assessments? ..................................... 14 How can I make the most of feedback? .................................................................................................... 14 Feedback Explained – At a Glance.................................................................................................................. 16 Appendix One – Assignment Briefs Semester 1 ....................................................................................... 17 Appendix Two – Assignment Briefs Semester 2 ....................................................................................... 18 2

Glossary Academic Integrity – this phrase relates to academic conduct and means that you ensure that the work you submit is your own and is properly referenced when you submit it Assignment Brief - found in your BREO unit, this is the guide you use for your summative assessment Assessment schedule - this shows you the dates you are expected to submit your work Centrally invigilated exam – this is an exam that will be timetabled during exam weeks and so you must attend on the date, time and venue stated (or online) in order to complete the exam Core unit – this is a unit that you must take to complete the course Feedback – Communication about work you have completed. This can be from academics or peers, in person or electronic. Formative assessment - this is a supportive assessment (ungraded) that supports you in preparation for your summative submission. Mitigation – the process to follow if you cannot hand in work, or attend exam. Moderation – this is the process by which staff check that the grades awarded are fair and consistent. It involves some assignments being first and second marked and then sent to the External Examiner to review grades awarded. Option unit – this is an elective unit, so you can chose the units that interest you the most Practical assessment – assessed work in a clinical or work based environment, for example doing an assessment in a person’s home or in hospital. Referral or Resit date – the date given for your 2nd attempt if unsuccessful at your 1st attempt, found in this handbook and on your BREO unit shell Referral or Resit- the opportunity to retake an assignment that you have failed first time round, referral/resit grades are capped at 40% Rubric – table outlining the assessment criteria used to mark your assignments - found in your assignment brief and on BREO Submission date – the deadline for your work to be uploaded/handed in. Summative assessment- this is your formal assessed work and will be graded i.e. the grade counts to your overall degree – see the rubric on the assignment brief to see how you will be graded. Threshold expectation – you find these on the UIF and they explain the minimum standard you need to achieve on an assignment to attain the pass mark of 40% Turnitin– the software used by the University to check your work against a database of books, journals, websites and other students’ work to make sure your work is genuine

What is this Handbook for?

This Assessment Handbook will give you the information needed to help you understand how and when you will be assessed during this year. For each unit you study, there is a full assignment/exam brief in the appendices, detailing specific guidelines to enable you to achieve to a good standard, along with a rubric that shows how your work will be assessed. This Handbook will be available electronically on BREO, via … (your course shell). This means that you can search rapidly for any specific unit assessment information you want when you want it, and giving you 24/7 access from your desktop, laptop or mobile phone. Assessment information will also be available on your individual unit’s BREO sites. A glossary of terms is provided on the previous page. In Appendices 1 & 2, you will find all your assessments for the whole year. It includes all assignment briefs, including option units N.B. You m ust com plete all core unit assessm ents

and only the assessm ents for the option units you are taking.

How do I submit my assignments?

All written assignments are submitted online through BREO – there are a number of resources to help you learn how to do this. Please see the guidance available to you on the BREO Student Gateway. The cut off point for submissions is 10.00am on the submission date, usually the Friday of that week unless you are given a specific alternative day. Unless you are informed otherwise by your tutor, all your assignments will be submitted via BREO. No emailed assignments will be accepted. Depending on the nature of your assessment, e.g. artefact, there may be different submission arrangements; where relevant, your unit coordinator will advise you of these. For unit-specific deadlines please see the assessment schedule (Pages5/6), and the individual unit assignment brief that you will find in the appendices.

How can I check if my assignment has been submitted? • • •

Open the unit, and find the assignment you want to check Click the assignment link Look for the Attempts section.

BREO provides two pieces of information - the number of attempts you have left that you can submit, and secondly - how many attempts you already made. If you have submitted at least once, you will see ‘1’ submitted (or more). ‘Click this link to and you'll see details of your subm ission tim e/ date’ - click again to view what was submitted. You have three more opportunities to overwrite your first submission before the published deadline in case something goes wrong with your first submission (e.g. wrong file, missing data). However, the markers will grade the later submission ONLY and there will be no opportunity to submit again after the deadline. You will be able to view the assignment at a later date and will receive feedback.

When are my assignments due?

Your assessment schedule (Pages 5/6) states the date that each assignment is due or exam will take place. In cases of practical assessments, there will be an assessment week noted and specific details will be given in class. Assessments for your units are spread throughout the academic year and 4

whilst, where possible, we have tried to avoid them all being due at the same time, there will be some clashes, so good planning is absolutely essential. Get advice at Study Hub

When do exams take place?

For exams that are centrally timetabled, the dates and times are released closer to the assessment time and you will access this information via BREO. • •

Practical and written examinations are not set via central timetable. Referral examinations are therefore not required.

P lease be aw are that holidays are not an accepted m itigating circum stance. Therefore, please take care to ensure that you do not book holidays during ex am ination tim es (m ain and referral).

ASSESSMENT SCHEDULE (in date order) Unit code and title

Core/ Option

Credits

Unit Leader

SEM1PAR004-2 Mental Health Care for Paramedics

Core

SEM1-3PAR5-2

Core

100%

18th November, 2021

16th December, 2021

None

100%

Week commencing 17th January, 2022

Week commencing 14th February, 2022

None

50%

25th February, 2022

25th March, 2022

50%

20th May, 2022

24th June, 2022

50%

1st April, 2022

13th May, 2022

50%

Week Commencing 1st August, 2022

Week Commencing 29th August, 2022

100%

1st July, 2022

29th July, 2022

0% Pass/Fail

5th August, 2022

2nd September, 2022

C Gaskill

Al Sunderland

SEM1-3PAR001-2 Assessment and Management of Long-Term Conditions

Feedback due date and mode

TBC

SEM1-3PAR002-2 Leadership and Team Working for Paramedic Practice

Submission date

S Capollucci

SEM1PAR003-2 Obstetric and Neonatal Care

Summative Assessment (Weighting %)

R Sargent

ASSESSMENT SCHEDULE cont. Unit code and title

Core/ Option

Credits

Unit Leader

Summative Assessment (Weighting %)

Submission date

Feedback due date and mode

Types of assessment Fairness in Assessment

Assessment tasks are prepared by staff teams at the start of each academic year. Staff check assessments for clarity before submitting them to our External Examiners who, in turn, will check that they are good assessment tasks, clearly written, set at a level that is equivalent to that on other similar courses across the UK and will help you meet the unit’s intended learning outcomes.

Formative Assessment

Formative assessments are assessment tasks that do not count towards your final unit grade, however they are a great way for you to gauge whether you are keeping on top of your studies. The goal of formative assessment is to monitor your learning to provide ongoing feedback and is used by staff to improve their teaching, and by you to improve your learning. More specifically, formative assessments: − − −

Help you identify your strengths and weaknesses and target areas that need work. Help the teaching team recognise your academic challenges, where you might be struggling and offer support in a timely fashion Help prepare you for summative assessments.

For example, • Draw a concept map in class to represent your understanding of a topic. • Complete a quiz that tests your understanding of the unit so far. • Take part in a ‘mock’ assessment. • Submit a research proposal for early feedback.

Summative Assessment

The goal of summative assessment is to evaluate your learning, during or at the end of a unit, comparing it against agreed standards or benchmarks both within the university and externally. Summative assessments do count towards your final unit grade and are often high stakes, which means that they have a high point value. For example, • • •

•

An end of year practical assessment. A written assignment. An end of year written examination. A presentation.

Completing your assessment Planning for your assessments

By making sure you have identified your submission dates from the assessment schedules, you will be able to develop a study timetable to complete your assignments in a timely manner. You need to work backwards from the submission date, to build in time in the library or online, accessing suitable resources, and to do a thorough proof read and check your referencing is correct. If you are doing a group assessment, you will need to establish a 8

timeframe and meetings with your group from the outset, so there is no last-minute panic. Get advice at Study Hub and https://lrweb.beds.ac.uk/a-guide-toreferencing/citethemright/

How do I know what is expected of me?

You will be able to find out what is expected of you in each individual assignment by looking at the ‘Threshold Expectations’ included on your assignment brief. These expectations will tell you the minimum you need to do to pass each assessment. In order to surpass the threshold for the assignment (40%), you will need to look at the assessment criteria on the rubric. These criteria will be the standards that you are assessed against, so knowing what level is expected for each grade is important.

Where can I get help with my work?

There are many useful people and resources at the University to help you with the knowledge and skills you need to demonstrate in your assessment. Please see the following list for where you can go for different forms of assistance in the first instance: •

•

Your classes - the best support you can get to support you to pass your assessments is to attend your classes, as this is where the assignment requirements are discussed with peers and your teaching staff and any queries addressed. The unit coordinator – this person has designed the assessment and may well be marking it, so they know what they want to see – attend assessment support sessions on your timetable and ask them your questions directly. Your dissertation supervisor – this person is there to support you from proposal stage to submission. Make sure you establish a schedule of regular meetings and plan milestones for each one to keep you on track. Importantly, listen and respond appropriately to their feedback. Your Personal Academic Tutor – you should already have been informed of whom your Personal Academic Tutor (PAT) is. This person will be very important to you getting help with any of your assessments or understanding your feedback. If you are not sure who your PAT is then you can find out by accessing SITS or asking your

Course Coordinator Study Hub – this is your place to go to for help with any part of your assessments,

whether you are just starting them and need some help understanding what it is you must do, or you are having trouble creating your assessment. Go to the Study Hub BREO site to see what online resources they can offer and see their events page to attend one of their face-to-face sessions. https://lrweb.beds.ac.uk/studyhub Communication Skills – if you are an international student, the University has created a core programme of timetabled communication skills classes, which you must attend. These will help develop your academic and intercultural communication skills so you can fulfil your potential in assessments. Student Information Desk (SID) – the SID is where you go for any personal needs or issues. The advisors at the desk will be able to point you to any services such as finance, health and wellbeing, mitigation and careers.

What happens if I have a crisis and cannot submit or attend my assessment?

It’s important that you take part in and complete all unit assessments. Failure to do so can, in some cases lead to a record of non-engagement and in extreme cases, being exited from your course. The University appreciates that sometimes unforeseen situations outside your control may prevent you from carrying out your academic work. These are referred to as ‘mitigating circumstances’. You must apply for mitigation BEFORE the submission deadline visit the Student Information Desk and ask for a mitigation form. Your ow n course staff

cannot give you an extension.

What if I am late for a submission or assessment?

Late submissions are not accepted as first attempts. If you are late submitting an assessment, even by a few minutes, you will be given a 0% grade as your first attempt. You will then be given a re-sit opportunity at a date specified. Re-sit grades are capped at a D/40% so it is in your best interest to be organised with your submissions. If you turn up late for a practical assessment, you will not be permitted entry. Again, you will need to complete the re-sit opportunity and will be capped at a grade D-/40%.

How will my work be marked?

Most 15-credit units will have one assessment (100% weighted) and 30-credit units, two assessments (e.g. 40/60 or 30/70% weighted). All assessments are marked out of 100%. Markers are from the teaching team for each unit. Marking standards are assured by the use of second marking and moderation processes, followed by scrutiny by one or more External Examiners. External Examiners are highly experienced academics bought in from other universities to ensure that our marking standards are similar to those on equivalent courses elsewhere in the UK and beyond. We use the following grading system:

University Grading System

Numerical scale

Undergraduate Classification

Post Graduate Classification

First Class

Distinction

100 95 85 78 75 72

68 65

Upper Second Class

Merit

62 58 55

Lower Second Class

Pass

48 45

Third Class

42 38 35 32 25

Fail

20 10 0

Plagiarism checking

We use a system called Turnitin to ensure that your work is your own (authentic) and you have not copied or bought your work from someone else. The grade you are initially awarded is provisional, reflecting the quality of the submission and subject to its authenticity being checked. It may also change when Turnitin has been checked and the moderation process is completed and confirmed by the Exam Board.

How do I access my marks and feedback?

Provisional marks and feedback for all assignments are available online in BREO through your My Grades. The same marks will also be available via e-Vision (within 10 working days of them being published in BREO). Find out how to access your grades in BREO here, and how to access E-Vision here.

What happens if I fail?

You get two attempts at any assignment (a first attempt and, if you fail your first attempt a re-sit for which the mark will be capped at 40%). For both of these assessment attempts, we use the same marking/second marking/moderation and External Examiner scrutiny outlined above to ensure that valid and appropriate marks are awarded. 11

How can I ensure I obey the rules regarding good academic practice? Cheating at University is a very serious matter. You may be tempted to buy an assignment online (these are called essay mills), copy someone else’s work or incorrectly cite an author or lend someone else your work. DON’T! You will be caught and it will be recorded on your student record. You will be referred to the Academic Conduct Panel as either an ‘academic concern’ or academic offence’ depending upon the nature of your offence, the level of study and whether you’ve been caught before. If your offence is deemed as a concern, you will be required to attend a meeting with a staff member to make sure you understand your mistake and the severity of the issue. If you are deemed to have committed an offence, your case with be reviewed by the Academic Conduct Panel made up of senior academics who will determine the outcome. If you are on a professional course, e.g. social work or nursing, there are often very serious consequences following an academic concern, as this type of behaviour is a reflection of poor professional integrity. A serious academic offence or repeated offences could result in your being referred to the University’s Fitness to Practice Panel and you losing your place on the programme. How do I avoid breaking the rules? By being well organised, giving yourself time for your assessments and if you need an extension, applying for mitigation before the submission date. Another way to protect yourself from the temptation to cheat is to use the resources available to learn how to develop your own academic integrity, use the Academic Integrity Resource on BREO https://breo.beds.ac.uk/ultra/organizations/_61949644_1/outline and https://lrweb.beds.ac.uk/a-guide-to-referencing

How many credits do I need to pass the year?

At the end of the academic year you must have achieved 30 credits in order to be offered the opportunity to retake any failed elements of the course and attempted and passed at least 90 to be considered for progression with a resit, progression with a retake or be compensated (unit result must be 30% or above). Please check your course information form if there are any exceptions to this. If you pass 120 credits, you will automatically progress to your next level. There are a maximum of four attempts (first attempt and resit attempt at the assessment for the first sitting of the unit and the same again if you are recommended to retake the whole unit). If you fail a unit and need to retake it, you will be expected to pay for the unit again. Overall failure in the second attempt at the unit will lead to you being exited from the programme.

Assessment Explained – At a Glance

Feedback Making the Most of Feedback

Throughout your course, you will receive feedback in a variety of forms and from different sources. These forms of feedback all play a vital role in your learning process. Some of this feedback will be oral, for example when a tutor comments on your contribution in class, or when you meet with your Personal Academic Tutor (PAT) to review your progress, or when Unit Co-ordinators give class and/or individual feedback after formative assessments. Sometimes you will also get peer feedback, for example, when fellow students respond constructively to something you say or do or when students are asked to mark each other’s mock or formative work. Much of your feedback will be written, and this includes marks and comments on written work, on group presentations, and practical examinations. You may also receive audio feedback where appropriate. In particular, − − −

Feedback identifies strengths and areas for development in your work and gives advice on ways in which you can improve your grade in future work. Feedback is developmental and as such forms a fundamental part of the learning process. Feedback can be both oral and written, and whatever form it takes, you should expect it to be clear, constructive, and delivered in a timely manner.

When will I receive my marks and feedback from summative assessments?

Your level of study and course will determine how quickly you get your feedback. These timescales are indicated on your assignment brief • •

Foundation Year and Level 6 – 15 working days L4/5 and Level 7– 20 working days

Marking attempts to provide you with (a) an indication of how the mark was derived, using the rubric, (b) encouragement to you, through identification of positive aspects of your work – how you met the assessment criteria, and (c) guidance to you, regarding elements of your work that you could strengthen. This is called 2Q feedback – what you did well, and how you can improve in the future. This feedback may be given in written or audio format and will be available to you on the BREO unit shell. You will be notified when your grade is available by each unit co-ordinator; the nature of it will differ according to the type of assessment and when the assessment happens throughout the academic year. In addition to this, we use the rubric to show you the standard of each of the elements of your work and an indication of how your final mark was calculated

How can I make the most of feedback?

One of the best things you can do with feedback is to use it to create a plan as to what you can improve on before your next assessment. However, before you do this you might need to ensure you have all the understanding needed to create a plan (use the Study Hub actionplanning template). Firstly, consider if you are in the right state of mind to digest your

feedback. You may be excited or disappointed by your grade and perhaps coming back to your feedback later would be more beneficial. Take a breath! Next, you need to make sure you understand the feedback you have been given. If you are not sure about any of it then go to person who marked it or your Personal Academic Tutor and ask for some clarification, and then consider how you could improve for next time. If you do not know how you could improve, try taking your feedback to the Study Hub team, or looking on their webpages at Study Hub, to see if they can give you some direction. Also, think about these top tips: 1. Do not just focus on the mark, particularly if this was lower than you were hoping. 2. Read (or listen) to the comments carefully making note what you did well and what needs to be improved, and try to apply this in the next piece of work you are submitting. 3. Do not get defensive about critical elements in feedback; learning to accept constructive criticism as an important part of your academic development. 4. If you are unclear about what you need to do to improve your work, contact the unit co-ordinator or marker directly to make an appointment to discuss your work. 5. If it is clear that you have a problem which is picked up repeatedly make sure you discuss this with your Personal Academic Tutor and get referred to student support if appropriate

Feedback Explained – At a Glance

Appendix One – Assignment Briefs Semester 1 Core units

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

18/11/2021

16/12/2021

Key assignment details Unit title & code

Mental Health Care for Paramedics (PAR004-2)

Assignment number and title

Assignment One

Assignment type

In-Class Test (IT-PT)

Weighting of assignment

100%

Size or length of assessment

1.5 hours

Unit learning outcomes

1. Demonstrate the following knowledge and understanding •

Demonstrate some knowledge and understanding the range of needs that people with mental problems may have, with reference to classifications and explanations of mental health and illness

2. Demonstrate the following skills and abilities •

ABT2020_V1

Ability to assess and apply needs of people with mental health conditions, utilising assessment skills and management strategies to provide a safe approach to emergency treatment and care.

What am I required to do in this assignment?

Formative assessment •

A group exercise in which you will research common mental health conditions across the lifespan and their associated treatments.

•

Feedback will be provided by a member of the teaching team.

Summative assessment •

Review a filmed simulated scenario appraising the actions taken by the practitioner and recommend further courses of action.

•

You will answer staged questions relating to mental health, the needs of people with mental illness and appropriate courses of treatment

Additional Information •

The is an in-class test.

•

You will be expected to follow exam conditions whilst completing this test.

What do I need to do to pass? (Threshold Expectations from UIF)

•

Define the concepts of mental health and illness with reference to classifications and explanations of mental illness.

•

Analyse the needs associated with various mental health problems and identify care priorities

•

Examine a range of services that people may need in response to their mental health problems.

How do I produce high quality work that merits a good grade?

• • • •

Evaluation of mental health concepts will be to a high standard. You will demonstrate an ability to interpret and validate mental health concepts. Demonstrate a focus and sustained critical analysis, showing both rationale and effective care planning. Focus and handling of information will be to a high standard, considering the information you both critically analyse and present.

How does this assignment relate to what we are doing in scheduled sessions?

•

This assignment will allow you to demonstrate your understanding, interpretation, examination in the formalising of a care plan appropriate for a patient who is suffering from a mental health crisis or condition. The support in class and via the assignment are designed to develop your confidence against evidence-based practice, preparatory to practice. You are encouraged to discuss your experiences from practice, respecting anonymity to discuss whether the care given is supported by the evidence-base.

Assignment Brief

How will my assignment be marked? Your assignment will be marked according to the threshold expectations and the criteria on the following page. You can use them to evaluate your own work and consider your grade before you submit.

ABT2020_V1

Grading Domains

Define the concepts of mental health and illness with reference to classifications and explanations of mental illness 25% Weighting

Analyse the needs associated with various mental health problems and identify care priorities 25% Weighting

Examine a range of services that people may need in response to their mental health problems. 25% Weighting

70%+ (1st Class)

42-48% (3rd Class)

62-68% (2:1)

52-58% (2:2)

The definitions of mental health concepts have been evaluated to a high level.

Some in-depth analysis is seen which seeks to explore the concepts of mental health.

Interpretations are seen which suggest that a strong validation of information has occurred, in all areas.

The classifications and explanations are generally accurate.

Some good detail has been organised that relates and represents the concepts of mental health, its classifications, and explanations.

Consistent levels of critical analysis are seen.

Consistent levels of analysis are seen which discuss and integrate the different facets set by this test.

Some good analysis is seen which has allowed for both a comparison and investigation into the presented problems and priorities.

There are some basic analysis attempts seen which allow for some review of both problem and priorities.

Analysis is fragmented and any correlation with either health problems or priorities is vague.

No analysis seen.

A confident application of knowledge regarding the services available for the scenario provided.

A generally good level of understanding where information has been interpreted reasonably well.

An adequate understanding of services is observed.

An inconsistent understanding is observed with a poor appreciation for the problem presented.

A failure to understand or appreciate the scenario or how to manage it.

A clear plan is seen which is reasonably organised.

Few errors seen.

There is a clear rationale that proposes and convinces for an accurate care plan.

A consistent combination of knowledge and care planning that supports and prioritises the needs of service user.

Threshold Standard The definitions and classifications are described. Does not offer any higher-level acumen towards linking with mental illness.

Some errors seen.

Some appreciation for the problem is seen, however, errors are seen.

35-38% (Fail)

0-32% (Fail)

The understanding presented is incomplete and lacks finesse.

Has failed to present relevant information that shows an understanding of mental health or the illnesses that are classified within.

There are some appreciations for the classifications of mental illness, however, these too are incomplete.

No correlation with problem or priorities.

Grading Domains

Issue Handling and Depth of Discussion 15% Weighting

Focus on the assessment 10% Weighting

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

The issues addressed are highly relevant and are analysed in a structured and considered manner.

The issues addressed are relevant and are generally analysed in a structured and considered manner.

Some relevant issues are selected and comprehension of them is demonstrated.

Had focused clearly in some depth on all elements of the task set in a carefully structured manner.

Had focused on all elements of the task set in a structured manner with some depth at times.

Had focused on most elements of the task set in a reasonably structured manner with depth at times.

42-48% (3rd Class)

35-38% (Fail)

0-32% (Fail)

Some relevant issues are selected but limited comprehension is demonstrated.

The knowledgebase is fragmented and/or disorganised. The depth of discussion is not consistent.

The relevance of the selected issues is superficial and limited. Comprehension, where seen, is also limited.

Had focused on some elements of the task set in a descriptive but at times poorly structured way.

Not all elements of the task are completed.

Poorly completed regards all elements of the task set showing a lack of focus and organisation.

Threshold Standard

Inconsistent and a lack of care seen.

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

17/01/2022

Week Commencing

14/02/2022

Week Commencing

Key assignment details Unit title & code

Obstetrics and Neonatal Care for Paramedics (PAR003-2)

Assignment number and title

Assignment One

Assignment type

PR-OSCE

Weighting of assignment

100%

Size or length of assessment

30 minutes

Unit learning outcomes

Demonstrate the following knowledge and understanding •

Demonstrate the following skills and abilities •

ABT2020_V1

Provide a rationale for the paramedic assessment and management of a pregnant service user from the antenatal to the postnatal period.

Assess the needs of mothers and neonates utilising applied anatomy and physiology, assessment skills and management strategies to provide a safe approach to emergency treatment and care.

What am I required to do in this assignment?

Summative assessment •

Undertake a simulated emergency birth and neonatal resuscitation suitable for paramedic practice with feedback from teaching staff.

What do I need to do to pass? (Threshold Expectations from UIF) •

Identify whether key maternal and neonatal observations fall within normal boundaries and determine the significance of observations that fall outside of normal boundaries.

•

Analyse when maternal and neonatal problems exist and decide appropriate referral mechanisms.

•

Recommend emergency actions that a paramedic would take in response to maternal and neonatal emergency situations.

How do I produce high quality work that merits a good grade? • • • • •

Interpreted and evaluate, with confidence, leading to an informed and validated approach to care. Provide an evidence-based approach to your OSCE performance Show control, purpose, integration, and justification for your practice. Ensure that your referrals are accurate and based on fact, not assumption. Provide convincing and validated responses to the information provided.

How does this assignment relate to what we are doing in scheduled sessions? •

• •

Firstly, to provide you with the knowledge and skills associated with antenatal, intrapartum and postnatal assessment to underpin your practice as a paramedic, identifying the need to refer to a midwife or obstetrician, as appropriate. As more care of mothers is taking place in the community the chance of paramedics being called to assess mothers and their babies is on the increase. Secondly, the assessment and care of newborn and preterm babies is significantly different to other stages in the lifecycle and requires specialist care. This unit will explore these areas using both midwives and children’s nursing specialists. This assignment gives the student an opportunity to demonstrate practically the skills learned within the unit.

Assignment Brief

ABT2020_V1

Grading Domains Identify whether key maternal and neonatal observations fall within normal boundaries and determine the significance of observations that fall outside of normal boundaries.

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

The information presented was interpreted and evaluated with confidence, leading to an informed and validated approach to care.

A good understanding of the significance for the presented information. The information was process with a degree of confidence and purpose.

A reasonably confident understanding of the information presented.

A sound evidencebased approach was observed where a ‘cause and effect’ determination were both recognised and managed throughout.

Interpretation of facts were observed, and effective actions made.

There was some good analysis of presenting information and appropriate referrals were made.

The emergency actions showed purpose and control. Understanding and criticality were clear to discern the information provided.

The emergency actions showed clarity and appreciation for the immediate situation. The algorithms were followed with reasonable organisation and priority.

While improvements could be made, the significance of the information was understood.

42-48% (3rd Class) Threshold Standard

35-38% (Fail)

0-32% (Fail)

An understanding of normal and abnormal clinical values was present; however, fluency and confidence require more focus.

A poor or fragmented understanding of normal or abnormal clinical findings was observed.

The problems presented were recognised and managed to an adequate level.

The analysis of the presented facts was fragmented and did not present a safe working pattern. The subsequent care decisions lacked cohesion and/or purpose.

There was an absence of appreciation towards the presented case. The management and subsequent referrals were incorrect and did not meet the needs of the patient.

The emergency actions were disjointed and only met in part.

The emergency actions were not met and a lack of understanding for the process or skill were seen.

The practice and management were not sufficiently effective.

A failure to recognise normal or abnormal clinical findings. The practice was unsafe, demonstrating a very poor understanding for the significance of the information provided.

25% Weighting

Analyse when maternal and neonatal problems exist and decide appropriate referral mechanisms.

Decisions-making was often clear with logical referrals.

25% Weighting

Recommend emergency actions that a paramedic would take in response to maternal and neonatal emergency situations. 25% Weighting

The management was safe.

Fluency and decisionmaking could be improved.

The decisions, while laboured, met the needs of the patient.

The emergency actions were good in most areas, where some improvements can be made.

The emergency actions taken were adequate, however, improvements can be made.

The management was safe.

Both recognition of complaint and demonstration/ management need to be clearer.

Grading Domains

Overall

70%+ (1st Class)

62-68% (2:1)

Performance is safe, confident, and effective. The skill/s are accurate and fluent at all times.

Performance is safe. The majority of skill/s are performed with reasonable confidence and fluency.

Performance

52-58% (2:2)

42-48% (3rd Class) Threshold Standard

Communication 15% Weighting

Initiated and developed acceptable communication with satisfactory use of interpersonal skills.

0-32% (Fail) The performance was unsafe. The practice displayed lacked the required standard expected of this level.

Performance is safe. The skill/s are performed with reasonable confidence and are beginning to show some fluency.

Performance is safe but lacked fluency and confidence in some areas. Most key aspects of the skills required are evident.

The performance was unsafe. Aspects of the skill/s required were not demonstrated at the appropriate level.

Initiated and achieved some effective a communication but limited in some aspects of interpersonal skills.

Began to achieve effective communication but this was limited in both scope and the range of interpersonal skills.

Communication was fragmented and meaning was not always clear. Some actions lacked clarity regards the skills undertaking.

10% Weighting

Initiated and developed communication with good use of a range of interpersonal skills.

35-38% (Fail)

If a critical fail is triggered a grade of 35% or lower, depending on overall performance, will be applied. Communication was poor and did not promote a safe working environment. Clarity was not seen over the required skills.

Appendix Two – Assignment Briefs Semester 2 Core units

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

25/02/2022

25/03/2022

Key assignment details Unit title & code

Leadership and Team Working for Paramedic Practice (PAR002-2)

Assignment number and title

Assessment One

Assignment type

Coursework Essay (CW_ESS) Third-person writing style

Weighting of assignment

50%

Size or length of assessment

2000 words

Unit learning outcomes

Demonstrate the following knowledge and understanding •

Demonstrate the following skills and abilities •

ABT2020_V1

Demonstrate an appropriate knowledge and understanding of the role of leadership and management theories and frameworks in the context of paramedic science.

Ability to apply the relevant management and leadership theories, principles or skills to enable effective personal performance and professional practice in paramedics.

What am I required to do in this assignment?

Formative Assessment •

Group exercises on leadership and team-working in professional practice with lecturer feedback

Summative Assessment •

An essay that identifies and explores the influences of leadership frameworks and models in paramedic / healthcare practice.

Additional Guidance • • • •

You should explore no more than four frameworks or models. Your discussion could include other service users/service provision, for example, the fire & rescue service, SPOC, MDTs etc. While threshold two relates to your own leadership style it should be written in the third person and draw on analytical perspectives underpinned with appropriate academic references. Critically appraise the chosen frameworks/models and how they influence paramedic practice.

Presenting your work You should format your document as follows: • • •

Font size: 12pt Font type: – Arial or Calibri Line spacing: – 1.5 – 2.0

Links to any Study Hub self-help guides relevant to your assessment or a generic signpost/link to the StudyHub guides: 3. https://lrweb.beds.ac.uk/studyhub-library/self-help-resources/ 4. https://lrweb.beds.ac.uk/a-guide-to-referencing 5. https://lrweb.beds.ac.uk/studyhub-library/what-we-offer/ What do I need to do to pass? (Threshold Expectations from UIF)

•

Identify frameworks/models that relate to paramedic practice and the delivery of care utilising multi-disciplinary teams and including single point of contact referrals.

•

Explore and analyse at least three leadership frameworks/models which can influence your own leadership style and capability and consider the impact this may have on your personal and professional development.

•

Analyse and evaluate these leadership methodologies, whilst considering your decision-making processes to enhance your leadership skills and abilities as a leader and team member.

How do I produce high quality work that merits a good grade?

• • • • •

You should focus clearly in some depth on all elements of the task set in a carefully structured manner. The issues addressed are highly relevant and are analysed in a structured and considered manner. Analysis and application of the knowledge and theory base is clear and substantial. Relevant evidence had also been analysed in a competent manner. Referencing is correct, follows the guidelines given and consistently supports and enhances the work. No significant errors seen. Presentation is good throughout showing close attention to detail. Written expression is also good with no significant errors seen.

How does this assignment relate to what we are doing in scheduled sessions? • •

This unit will prepare you to adopt a leadership role and function as a registered paramedic. As a healthcare professional you will be working within multi-professional groups where effective team working is necessary for high quality care. This unit will enable you to develop knowledge and skills relevant to leadership and team working. You will engage in group work intended to develop your leadership style and team working skills. You will be supported in finding ways to share your own perceptions as well as encouraging others to do the same in an objective, honest, respectful, constructive, sensitive and purposeful manner.

Assignment Brief How will my assignment be marked? Your assignment will be marked according to the threshold expectations and the criteria on the following page. You can use them to evaluate your own work and consider your grade before you submit.

ABT2020_V1

Grading Domain

Communication and expression 10% Weighting

Identify frameworks/models that relate to paramedic practice and the delivery of care utilising multidisciplinary teams and including single point of contact referrals. 20% Weighting

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

Expression and structure are excellent throughout and enhance the argument.

Expression and structure are consistently clear and enhance the argument.

Expression and structure are generally clear and make the argument readily accessible.

Grammar, spelling and structure are of a very high standard with very minor errors, meeting high professional standards

Grammar and spelling are of a high standard, with few errors, and consistently meet professional standards

Grammar and spelling are good, with few errors, and generally meet professional standards

Consistently and critically explores and analyses frameworks/models that relate to paramedic practice and the delivery of care utilising multidisciplinary teams and including single point of contact referrals.

Appraises frameworks/models that relate to paramedic practice and the delivery of care utilising multidisciplinary teams and including single point of contact referrals.

Consistently and critically explores and analyses at least three leadership frameworks/models. The discussions of leadership style(s) and capability are considered in a detailed depth. The impact this may have on personal and professional development is clear.

42-48% (3rd Class) Threshold Standard

35-38% (Fail)

0-32% (Fail)

Expression and/or structure demonstrate basic understanding of the argument.

Expression and/or structure make the argument difficult to access.

Grammar and spelling adequately meet professional standards

Grammar and spelling are below acceptable professional standards

Grammar and spelling are significantly below acceptable professional standards

Examines frameworks/models that relate to paramedic practice and the delivery of care utilising multidisciplinary teams and including single point of contact referrals.

Identifies some frameworks/models that relate to paramedic practice and the delivery of care utilising multidisciplinary teams and including single point of contact referrals.

Inadequately identifies frameworks/models that relate to paramedic practice and the delivery of care utilising multidisciplinary teams and including single point of contact referrals.

Does not identify any frameworks/models that relate to paramedic practice and the delivery of care utilising multidisciplinary teams and including single point of contact referrals.

Appraises at least three leadership frameworks/models.

Examines at least three leadership frameworks/models. The discussions which are presented show a good influence of leadership style and capability.

Inadequately determines at least three leadership frameworks/models.

Does not determine at least three leadership frameworks/models.

The discussions of leadership style(s) and capability are considered in reasonable depth.

Adequately determines at least three leadership frameworks/models which can influence your own leadership style and capability.

The impact this may have on personal and professional development broadly clear..

There is consideration for the impact this may have on personal and professional development.

Adequately considers the impact this may have on personal and professional development.

The discussions of leadership style and capability inadequately considers the impact this may have on personal and professional development.

Expression and/or structure make the argument incoherent.

The discussion of leadership style and capability and rarely considers the impact this may have on personal and professional development.

Grading Domain

Analyse and evaluate these leadership methodologies, whilst considering your decision-making processes to enhance your leadership skills and abilities as a leader and team member. 30% Weighting

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

Critically analyses and evaluates leadership methodologies, whilst using excellent reflection and decision-making processes.

Appraises and evaluates leadership methodologies, whilst using good reflection and decision-making.

Examines and explores leadership methodologies, whilst using sound reflection and decision-making processes.

Enhancement of leadership skills and abilities as a leader and team member show insight.

Clear and good discussions surrounding the processes to enhance leadership skills and abilities as a leader and team member as seen.

There are some good discussions to enhance the leadership skills and abilities as a leader and team member.

42-48% (3rd Class) Threshold Standard

35-38% (Fail)

0-32% (Fail)

Describes these leadership methodologies, whilst using adequate reflection on your decision-making processes.

Offers some comment on these leadership methodologies, whilst using inadequate reflection on your decision-making processes

Does not consider these leadership methodologies and offers no reflection on decision-making processes.

Enhancement of leadership skills and abilities as a leader and team member are discussed in a superficial manner..

Enhancement of leadership skills and abilities as a leader and team member are poorly explored.

Adequate use of relevant knowledge and materials to support the argument, showing limited analysis

Limited use of relevant materials to support the argument, showing no or very limited analysis

Enhancement of leadership skills and abilities as a leader and team member are not considered.

Few errors seen.

Use of references 10% Weighting

Consistently insightful use of a range and variety of relevant knowledge and materials, including primary sources, to support, develop and hypothesise the argument. Referencing fully meets course requirements in text and reference list, with very few slips in consistency, clarity or format

Consistently good use of a range and variety of relevant knowledge and materials, including primary sources, to support and develop the argument. Referencing overall consistently meets course requirements in text and reference list with few slips in consistency, clarity or format

Sound use of relevant knowledge and materials to support the argument, including some primary and varied sources. Referencing generally meets course requirements, in text and reference list, but may include slips in consistency, clarity or format

Inconsistent referencing, in text and/or reference list, which may not fully meet course requirements.

Absent or very poor referencing, in text and reference list, which does not meet course requirements

Very limited or absent use of relevant materials to support the argument, showing no or very limited analysis. Absent or very poor referencing, in text and reference list, which does not meet course requirements

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

01/04/2022

13/05/2022

Key assignment details Unit title & code

Trauma Management in Paramedic Practice (PAR005-2)

Assignment number and title

Assignment One

Assignment type

Coursework – Case Study (CW_CS) (Third person writing style)

Weighting of assignment

50%

Size or length of assessment

2000 words (+10% allowance)

Unit learning outcomes

Demonstrate the following knowledge and understanding •

Demonstrate the following skills and abilities •

ABT2020_V1

Demonstrate knowledge and understanding of trauma theories and principles within the context of promoting excellence in patient care.

Conduct effective assessment and management of a trauma patient and to propose clear and effective clinical decision-making in practice.

What am I required to do in this assignment?

Formative Assessment •

Assess and manage care of service users in a range of simulated scenarios. Feedback will be given verbally from peers and in written format from academics.

Summative Assessment •

Compare and contrast a trauma assessment you have completed, using a case from practice.

Additional Information: •

Analyse a minimum of two trauma theories against your chosen case.

•

Using contemporary literature, support or refute the chosen theories to identify practice learning.

•

Within this assessment you must analyse trauma theories within the context of promoting excellence in patient care. This can be from: o o o

the management and decision-making view, or the physical care delivered by the clinicians, or a combination of both

•

Add your mentor verification form as an appendix.

•

Your case study must be accompanied by a signed statement from your mentor verifying that permission has been sought from the patient/service user to discuss their case. If you do not include your verification form with your submission, this will trigger a ‘fail’ grade for the respective grading domain. See the grading rubric for clarification.

Presenting your work: • • •

Font size: 12pt Font type: – Arial or Calibri Line spacing: – 1.5 – 2.0

The following links offer guidance on presenting your work: • https://lrweb.beds.ac.uk/studyhub-library/self-help-resources/ • https://lrweb.beds.ac.uk/a-guide-to-referencing • https://lrweb.beds.ac.uk/studyhub-library/what-we-offer/ • https://lrweb.beds.ac.uk/media/222mr2fv/case-studies.docx

What do I need to do to pass? (Threshold Expectations from UIF)

•

Identify a case study that explore key trauma theories in the context of using underpinning knowledge of paramedic science.

•

Analyse and construct convincing arguments that support an evidence-based rationale including decision-making, assessments, and of trauma management prioritization.

•

Identify and use appropriate academic literature to underpin your analysis, rationale, discussion and understanding.

How do I produce high quality work that merits a good grade?

• • • • •

Ensure your work consistently analyses and constructs arguments using contemporary literature. Seek opportunities to remodel and synthesise your discussions. Evaluate the evidence you present against the chosen case and hypothesise effective and realistic outcomes. Your focus needs to be concise to ensure you have the scope to explore each theory. Validate your perspectives through effective debate and evaluation.

How does this assignment relate to what we are doing in scheduled sessions? • • • •

•

develop your knowledge and skills in relation to assessment and care management for patients in critical and complex situations. support the recognition and the potential that exists with the escalation towards criticality. explore scene management and understand how crucial it is to minimise risk before casualties can be assessed, treated, and transported to hospital. Discuss and rehearse rapid and effective clinical decision making and its essential role for the preservation of life. Present a structured system-based approach to patient assessment to enable you to conduct a rapid assessment based and initiate life preserving treatment.

Assignment Brief

ABT2020_V1

Threshold Domains

Identify a case study that explores key trauma theories in the context of using underpinning knowledge of paramedic science.

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

The introduction and rationale for the chosen case have been to a high standard.

The chosen case allows for a contemporary exploration of practice.

The case chosen is relevant to current practice and provides sufficient scope of enquiry.

The case for enquiry has been equally supported with a clear intent and focus towards enhancing theory and practice.

The rationale for choosing the case has been presented and supported with literature.

A rationale is provided for its identification and use; however, this could be clearer and more purposeful.

A high standard of consistency is evident, where both analysis and rationale are synthesized to either assert existing evidence or modify new understandings, for and/or against accepted practices.

A good standard has been observed that considers the evidence-base against the chosen case.

Some understanding is seen against the efforts to both analyse and argue for/against the provided evidence.

42-48% (3rd Class) Threshold Standard The case chosen has allowed for a contemporary review of trauma theories. Some relevant concepts are introduced, and the theories described. Improvements could be made with both structure and how they are discussed.

20% Weighting

Analyse and construct convincing arguments that support an evidence-based rationale including decision-making, assessments, and of trauma management prioritisation. 30% Weighting

There is evidence of literature scrutiny, however, there are some inconsistencies around depth and/or direction.

Applying the discussions to the chosen case is limited at times.

Understanding is shown for the key tasks where both knowledge and theory are considered. Analysis of the proposed evidencebase is limited, as was the application.

35-38% (Fail) Only some of the tasks have been addressed. Comprehension when used, is also limited. The rationale for selecting the chosen case is fragmented.

0-32% (Fail) The case study does not support the chosen case and the selected theories to underpin are not linked effectively. Multiple errors seen with a lack of focus.

There is no mentor verification form submitted with the main article. Emailed forms cannot be accepted. (35% = maximum grade for this domain)

There is a fragmented understanding identified where the requisite analysis and criticality are inadequately supported. There are some errors in both rationale and the overall decisionmaking.

Does not demonstrate analytical appreciation and does not present a convincing argument for the selected trauma theories.

Threshold Domains

Identify and use appropriate academic literature to underpin your analysis, rationale, discussion and understanding. 30% Weighting

Focus on the task 10% Weighting

Presentation and written expression 10% Weighting

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

The selected literature has been presented to a high standard.

There is a clear appreciation for the validity of the chosen literature.

The discussions presented are effectively and consistently supporting the overall direction.

There are some clear theory-practice relationships explored and proposed.

The literature chosen is contemporary and good attempts have been made to analyse and present a logical discussion.

Had focused clearly on all elements of the task set, showing appreciation to reframing and discovering new solutions.

Had focused on all elements of the task set in a structured manner with depth at times.

The discussions presented are carefully structured.

There is some evidence of comparing and contrasting the chosen trauma theories.

Presentation is good throughout showing close attention to detail.

Presentation is generally good showing attention to detail.

Written expression is also good with no significant errors seen.

Written expression is also good with a small number of errors seen.

Consistency can be improved.

Had focused on most elements of the task set in a reasonably structured manner. The depth of discussion could be more consistently presented.

Presentation is acceptable showing attention to detail. Written expression is generally clear with some errors seen.

42-48% (3rd Class) Threshold Standard

35-38% (Fail)

0-32% (Fail)

There is some evidence of an underpinning approach to the task, however, is predominantly descriptive and only introduces basic concepts.

The literature used has not been integrated well and the discussions used to analyse against practice have been poorly formed.

The threshold standards have been satisfied, however, are predominantly descriptive and lack any technical handling or exploration.

Had focused on some elements of the task set in a descriptive, and at times poorly structured way.

Had not addressed all elements of the task set showing a lack of focus and organisation.

Presentation is broadly acceptable, but improvements should have been made.

The presentation and written expression are inconsistent and do not support the flow or direction of the task.

Presentation is poor, requiring much more attention to detail.

Some written expression errors seen throughout.

There is some relevant knowledge presented.

Some effort is seen, however, falls below the standard expected.

The work lacks focus or control. There is an inadequate level of discussion, analysis or understanding of the chosen material.

An unacceptable number of written expression errors and problems.

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

20/05/2022

24/06/2022

Key assignment details Unit title & code

Leadership and Team Working for Paramedic Practice (PAR002-2)

Assignment number and title

Assessment Two

Assignment type

Coursework – Reflective Writing (CW-RW) First-person writing style

Weighting of assignment

50%

Size or length of assessment

2500 words

Unit learning outcomes

Demonstrate the following knowledge and understanding •

Demonstrate the following skills and abilities •

ABT2020_V1

Demonstrate an appropriate knowledge and understanding of the role of leadership and management theories and frameworks in the context of paramedic science.

Ability to apply the relevant management and leadership theories, principles or skills to enable effective personal performance and professional practice in paramedics.

What am I required to do in this assignment?

Formative Assessment •

Group exercises on leadership and team-working in professional practice with lecturer feedback

Summative Assessment •

A reflective essay that explores your use of leadership frameworks and models.

Additional Guidance • • •

A complete SWOT analysis needs to added to your appendix. There should be clear critical reflection that links your chosen framework and/or model to both profession and NHS Leadership principles Using the above two guidance points you are encouraged to create a relevant and methodical development plan, that constructively explore your own consideration for development. This needs to be written as a narrative, and as a table or a list using appropriate references to support your ideas and conceptualisations.

Presenting Your Work You should format your document as follows: • • •

Font size: 12pt Font type: – Arial or Calibri Line spacing: – 1.5 – 2.0

Links to any Study Hub self-help guides relevant to your assessment or a generic signpost/link to the StudyHub guides • • •

https://lrweb.beds.ac.uk/studyhub-library/self-help-resources/ https://lrweb.beds.ac.uk/a-guide-to-referencing https://lrweb.beds.ac.uk/studyhub-library/what-we-offer/

What do I need to do to pass? (Threshold Expectations from UIF)

•

Develop and identify your strengths and weakness (SWOT) in relation to leadership, team working style and abilities supported by evidence-based practice.

•

Link your findings and evidence to the professional standards and NHS Leadership principles.

•

Construct and implement a personal development plan that identifies and reflects your current development as a leader and how this relates to your personal and professional development.

How do I produce high quality work that merits a good grade?

• • • • •

You should focus clearly in some depth on all elements of the task set in a carefully structured manner. The issues addressed are highly relevant and are analysed in a structured and considered manner. Referencing is correct, follows the guidelines given and consistently supports and enhances the work. No significant errors seen. Presentation is good throughout showing close attention to detail. Written expression is also good with no significant errors seen. Analysis and application of the knowledge and theory base is clear and substantial. Relevant evidence had also been analysed in a competent manner.

How does this assignment relate to what we are doing in scheduled sessions? • • •

develop your understanding of the qualities of a contemporary paramedic leader who has personal confidence, competence in communicating and awareness of the impact they make on others in professional circumstances. explore a range of theoretical concepts associated with leadership and effective team working. introduce several tools which will support you to reflect on your own leadership abilities and role in promoting effective team working.

Assignment Brief

ABT2020_V1

Grade Domains

70%+ (1st Class)

Develop and identify your strengths and weakness (SWOT) in relation to leadership, team working style and abilities supported by evidence-based practice.

The essay investigates and critically analyses the development, identifying your strengths and weakness.

62-68% (2:1)

52-58% (2:2)

42-48% (3rd) Threshold Standard

35-38% (Fail) The essay poorly describes your development, identifying your strengths and weakness.

0-32% (Fail)

The essay appraises your development, identifying your strengths and weakness.

The essay examines your development, identifying your strengths and weakness.

The essay describes your development, identifying your strengths and weakness.

Excellently supported by evidence-based practice.

Abilities are well supported by evidence-based practice.

Abilities are soundly supported by evidence-based practice.

Abilities are adequately supported by evidence-based practice.

Clearly links and critically discusses findings and evidence to the professional standards and NHS Leadership principles.

Clearly links and appraises findings and evidence to the professional standards and NHS Leadership principles.

Links and examines findings and evidence to the professional standards and NHS Leadership principles.

Links and describes findings and evidence to the professional standards and NHS Leadership principles.

Poorly links and describes findings and evidence to the professional standards and NHS Leadership principles.

Does not link findings and evidence to the professional standards and NHS Leadership principles.

Constructs a personal development plan that includes an excellent reflection of their personal development as a leader.

Constructs a personal development plan that includes a good reflection of their personal development as a leader.

Constructs a personal development plan that includes a sound reflection of their personal development as a leader. Classifies how this relates to their personal and professional development.

Constructs a personal development plan that includes an inadequate reflection of their personal development as a leader.

Constructs a personal development plan that does not include reflection of their personal development as a leader.

Appraises how this relates to their personal and professional development.

Constructs a personal development plan that includes an adequate reflection of their personal development as a leader. Lists how this relates to their personal and professional development.

Little insight into how this relates to their personal and professional development.

Work is inadequately supported by evidence-based practice.

The essay inadequately describes your development, identifying your strengths and weakness. Work is not supported by evidence-based practice.

30% Weighting Link your findings and evidence to the professional standards and NHS Leadership principles. 30% Weighting Construct and implement a personal development plan that identifies and reflects your current development as a leader and how this relates to your personal and professional development. 20% Weighting

Justifies how this relates to their personal and professional development.

Offers no insight into how this relates to their personal and professional development.

Grade Domains

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

Communication and expression

Expression and structure are excellent throughout and enhance the argument.

Expression and structure are consistently clear and enhance the argument.

Expression and structure are generally clear and make the argument readily accessible.

Grammar, spelling, and structure are of a very high standard with very minor errors, meeting high professional standards

Grammar and spelling are of a high standard, with few errors, and consistently meet professional standards

Grammar and spelling are good, with few errors, and generally meet professional standards

Consistently insightful use of a range and variety of relevant knowledge and materials, including primary sources, to support, develop and hypothesise the argument.

Consistently good use of a range and variety of relevant knowledge and materials, including primary sources, to support and develop the argument.

Sound use of relevant knowledge and materials to support the argument, including some primary and varied sources.

10% Weighting

Use of references 10% Weighting

Referencing fully meets course requirements in text and reference list, with very few slips in consistency, clarity or format

Referencing overall consistently meets course requirements in text and reference list with few slips in consistency, clarity or format

Referencing generally meets course requirements, in text and reference list, but may include slips in consistency, clarity or format

42-48% (3rd) Threshold Standard

35-38% (Fail)

Expression and/or structure demonstrate basic understanding of the argument.

Expression and/or structure make the argument difficult to access.

Grammar and spelling adequately meet professional standards

Grammar and spelling are below acceptable professional standards

Adequate use of relevant knowledge and materials to support the argument, showing limited analysis

Limited use of relevant materials to support the argument, showing no or very limited analysis

Inconsistent referencing, in text and/or reference list, which may not fully meet course requirements.

Absent or very poor referencing, in text and reference list, which does not meet course requirements

0-32% (Fail) Expression and/or structure make the argument incoherent. Grammar and spelling are significantly below acceptable professional standards

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

01/07/2022

29/07/2022

Key assignment details Unit title & code

Assessment and Management of Long-term Conditions. (PAR001-2)

Assignment number and title

Assignment One

Assignment type

Coursework – Case Study (CW-CS) Third-person writing style

Weighting of assignment

100%

Size or length of assessment

2500 Words

Unit learning outcomes

Demonstrate the following knowledge and understanding: •

Demonstrate the following skills and abilities •

ABT2020_V1

Demonstrate your knowledge and understanding of the impact of long-term conditions on patients and their carers and explore your role in promoting their recovery.

Evaluate and assess the appropriate needs of patients and their carers in the pre-hospital setting and devise plans for appropriate referral, care and treatment.

What am I required to do in this assignment?

Summative Assessment •

An essay that critically reviews how long-term conditions affect patients and their carers, and explores the avenues of support that are available in and out of hospital to optimise self-management of the long-term condition being discussed. (Your essay must be accompanied by a written verification from your mentor that the topic has been selected by you from your practice experiences in agreement with your mentor).

Additional Information: •

Presenting your work: • • •

Font size - 12pt Font type – Arial or Calibri Line spacing - 1.5 – 2.0.

The following links offer guidance on presenting your work. • • •

https://lrweb.beds.ac.uk/studyhub-library/self-help-resources/ https://lrweb.beds.ac.uk/a-guide-to-referencing https://lrweb.beds.ac.uk/studyhub-library/what-we-offer/

What do I need to do to pass? (Threshold Expectations from UIF)

•

Explore and identify the biopsychosocial factors associated with long term conditions and the role that the Paramedic has in providing support to their patients and carers in managing these conditions.

•

Using a case study from practice reflect on the impact that your chosen long-term condition has on the patient, their carers and the role of the Paramedic in providing care and support.

•

Compare/evaluate the concepts of empowerment, enablement and recovery utilising the theories of social prescribing to optimise the patient’s ability to manage their own long-term condition/s, as part of a wider safe and effective care plan.

How do I produce high quality work that merits a good grade?

• • • •

There should be a clear focus on all elements of the task, doing so in a constructive and critical manner. Analysis and insight should be consistently seen demonstrating significant skills of synthesis. Referencing must follow the guidelines to consistently support and enhance the work. The evidence used must be of a high quality and integrated skillfully to support discussion and critical analysis.

How does this assignment relate to what we are doing in scheduled sessions?

• •

This assignment will allow you to demonstrate how you have explored a range of long-term conditions whilst considering the anatomical, pathophysiology of the chosen condition/s and biopsychosocial perspectives. The unit will provide insight to the challenges of living and coping with a long-term condition/s, the appropriate care and management pathways available especially within the family context as well as the role and responsibilities of the multi-disciplinary team. Using a variety of resources including case presentations from practice you will learn and apply a range of theories in providing care for patients with long-term conditions and the concepts of self-management of these conditions. You will apply knowledge gained in other units to help you understand the theoretical concepts underpinning these skills and to help you determine the significance of the assessment outcomes.

Assignment Brief

ABT2020_V1

Grading Domain

Clear focus on all elements of the task in a constructive and critical manner.

70%+ st (1 Class)

62-68% (2:1)

52-58% (2:2)

The task was set in a carefully structured manner showing attention to criticality and analysis.

Had focused on most elements of the task set in a reasonably structured manner showing depth at times.

Had focused in some depth on all elements of the task, however, both constructive and critical approaches required more discussion.

Discussions were controlled and well presented. No significant errors seen.

There is evidence of a developing approach towards critical analysis.

The issues addressed are highly relevant and are analysed in a structured and considered manner.

The issues addressed are relevant and are analysed in a structured and considered manner.

Clear skill of synthesis supports an insightful interpretation of the evidence presented.

Efforts to show insight and synthesis are more developed, however, improvements can be made.

42-48% (3rd Class)

35-38% (Fail)

0-32% (Fail)

Had focused on some elements of the task with adequate depth. The work is generally descriptive and structured adequately.

Has focused on some elements of the task set in a descriptive but at times poorly structured way.

There was a lack of focus or direction with multiple aspects of the task being poorly completed.

There is an adequate level of comprehension towards the material introduced.

Some relevant issues are selected but limited comprehension is demonstrated at times.

Threshold Standard

Some errors seen.

30% Weighting

The issues identified are all highly relevant and are analysed in an insightful and considered manner demonstrating significant skills of synthesis. 30% Weighting

Some relevant issues are selected and comprehension of them is demonstrated. Efforts to show insight and synthesis are seen, however, there are errors.

No significant skills of synthesis seen, however, efforts to interpret information are seen.

There is no mentor verification form submitted with the main article. Emailed forms cannot be accepted. (35% = maximum grade for this domain)

There is an inadequate presentation of analysis and does not demonstrate effective synthesis.

A poor approach to analysis is seen with little or no consideration for the issues presented.

70%+ st (1 Class)

62-68% (2:1)

Compare, discuss and evaluate the concepts of empowerment, enablement and recovery utilising the theories of social prescribing to optimise the patient’s ability to manage their own long-term condition/s, as part of a wider safe and effective care plan.

Analysis and application of knowledge and theory base is clear, meaningful and has significance.

Analysis and application of the knowledge and theory base is broad and clearly relevant.

Shows a good understanding with some analysis and application of key aspects of the task.

Shows an adequate understanding of some aspects of the knowledge and theory base.

Some relevant evidence had been analysed in a competent manner.

Analysis of relevant evidence is limited at times, however, does present a holistic view of the concepts required by this task.

Attempts are seen to look at the holistic view of concepts required by this task.

An appropriate number of references are used and generally cited and used correctly.

Relevant evidence has also been analysed in a competent manner.

52-58% (2:2)

42-48% (3rd Class)

Grading Domain

35-38% (Fail)

0-32% (Fail)

A fragmented approach is seen which superficially covers the main task. Improvements across multiple aspects is needed.

An inadequate presentation of information with little or no understanding for the main concepts of this task.

An adequate number of references seen but could be integrated more effectively with fewer errors in presentation.

An absence of / or low number of references are seen.

The presentation is broadly acceptable, but improvements should have been made.

Presentation does not support effective discussion or expression.

Presentation is poor and does not demonstrate an understanding of the relevant knowledge, theory and evidence. Inaccuracies seen.

Threshold Standard

Errors a frequently seen.

20% Weighting

Referencing is correct and follows the guidelines to consistently support and enhance the work.

Referencing is correct, follows the guidelines given and consistently supports and enhances the work. No significant errors seen.

Referencing is correct and supports and enhances the quality of the work. Few errors seen.

10% Weighting

Presentation and Written Expression 10% Weighting

Presentation is good throughout showing close attention to detail, understanding of the theory base and applied throughout. Written expressions are also good with no significant errors seen.

The presentation is generally good, showing attention to detail, and written expression with a small number of errors seen. Relevant and contemporary evidence included.

They are integrated well with some errors seen. Presentation is acceptable by showing some attention to detail. Written expressions are generally clear with some errors seen.

Some written expression errors seen throughout.

Meaning could be clearer.

There is a lack of awareness towards supporting the work.

An unacceptable number of written expression errors and problems seen.

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

01/08/2022

(Week Commencing)

29/08/2022 (Week Commencing)

Key assignment details Unit title & code

Trauma Management in Paramedic Practice (PAR005-2)

Assignment number and title

Assignment Two

Assignment type

Practical – OSCE (PR-OSCE)

Weighting of assignment

50%

Size or length of assessment

30 minutes

Unit learning outcomes

Demonstrate the following knowledge and understanding •

Demonstrate the following skills and abilities •

ABT2020_V1

Demonstrate knowledge and understanding of trauma theories and principles within the context of promoting excellence in patient care.

Conduct effective assessment and management of a trauma patient and to propose clear and effective clinical decision-making in practice.

What am I required to do in this assignment?

Formative Assessment •

Assess and manage care of service users in a range of simulated scenarios. Feedback will be given verbally from peers and in written format from academics.

Summative Assessment •

Complete a simulated patient episode. The OSCE will include a discussion to establish the underpinning evidence-base supporting your decisions.

Additional Information: •

If a critical fail is trigger during the OSCE, the following will apply. In this instance of a critical fail, either 35% or a lower grade based on performance, will be recorded. You will have a second attempt after the exam board has confirmed your grade. Please see the OSCE sheet for more information on what constitutes a critical fail.

What do I need to do to pass? (Threshold Expectations from UIF) •

Prepare and submit/complete an appropriate assessment of a simulated trauma patient.

•

Identify, select, and demonstrate an effective use of clinical pharmacology and equipment, in the support of your simulated patient.

•

Demonstrate a safe, clear, and effective assessment and management of a trauma patient.

•

Appraise and evaluate your approach and subsequent interventions and escalate the care of your patient in accordance with recognised JRCALC guidelines.

How do I produce high quality work that merits a good grade? • • • •

The performance was safe with the required skill/s performed well with confidence and fluency. The student's manner and behaviour were professional and promoted confidence. Patient/client dignity was maintained, and a range of relevant needs were met. Initiated and maintained some good quality communication with strengths seen in terms of verbal and non-verbal skills. Was consistently responsive where required. Conveyed through the rationale given a broad understanding of significant principles, knowledge and evidence linked to the activity.

How does this assignment relate to what we are doing in scheduled sessions? The assignment will: • • • • •

Assignment Brief

ABT2020_V1

Threshold Domains Prepare and submit/complete an appropriate assessment of a simulated trauma patient. 20% Weighting

Identify, select, and demonstrate an effective use of clinical pharmacology and equipment, in the support of your simulated patient. 20% Weighting

Demonstrate a safe, clear, and effective assessment and management of a trauma patient. 20% Weighting

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

The skills, fluency, confidence and rationale were all clear during this patient episode.

The assessment was safe. Most of the skills performed were done so with confidence.

The assessment was appropriate and safe, however, lacked fluency at times.

The assessment was safe.

There was some logic to the flow.

A confident display that combined both pharmacology and equipment to ensure rapid care and therapeutic goals were achieved.

A good understanding of pharmacology, outside of JRCALC. A proactive approach was seen that combine both pharmacology and equipment for a positive therapeutic outcome.

JRCALC used to support safe practice, but not relied on.

A sound understanding and application of the trauma primary survey. Insight and appreciation towards assessment dynamics were clear. Clearly confident and fluent in the assessment.

JRCALC was used to support safe practice, but not relied on. A good trauma primary survey. The chief complaint(s) were identified and acted upon. The pace and direction of the assessment displayed reasonable confidence.

Confidence and execution can be improved.

A reasonable understanding of pharmacology was presented. Correct equipment was selected JRCALC was used

42-48% (3rd Class) Threshold Standard The level presented was of a basic standard. The practice was safe; however, it was disjointed.

The use/introduction of pharmacology was of a basic standard. The equipment used was correct, however, how it was applied could be improved.

All could be interlinked more effectively.

JRCALC was used

A reasonably well completed trauma survey where findings were acted upon.

The trauma survey was used, however was disjointed. Improvements could be made regards effective assessments.

Fluency and confidence can be improved.

Ongoing management was also disjointed, and errors were made.

35-38% (Fail) The assessment was fragmented and lacked focus or finesse. The approach required more insight and awareness to the options available. The understanding of pharmacology was disjointed and lacked finesse and confidence. The use of equipment lacked familiarity and confidence. JRCALC was not always considered.

0-32% (Fail) The assessment was poor, and the skills demonstrated fall below the expected standard. The practice can be considered unsafe.

There was a poor understanding of pharmacology. The use of equipment lacked insight or positive therapeutic action. JRCALC was not used.

The trauma survey was fragmented in its use with some aspects overlooked.

The trauma survey was not distinguishable and lack purpose or intent.

More care and confidence are required.

Ongoing management was ineffective.

Threshold Domains Appraise and evaluate your approach and subsequent interventions and escalate the care of your patient in accordance with recognised JRCALC guidelines. 20% Weighting

Overall Performance 20% Weighting

70%+ (1st Class)

62-68% (2:1)

52-58% (2:2)

A high standard of care was delivered through effective decision-making and an understanding of the chief complaint.

Through an effective assessment a rapid appraisal was possible. Care was delivered in a timely manner.

The chief complaints were identified and options for differentials were included in your decision-making.

Management of the case was fluent and delivered with confidence.

Overall management could be fine-tuned.

Some fluency and confidence were seen.

The performance was safe with the required skill/s performed well with confidence and fluency.

The performance was safe, and most skills were performed well, although confidence and fluency could be higher at times.

JRCALC was consulted (as appropriate)

The performance was generally safe but some skill/s lacked fluency and confidence in execution.

42-48% (3rd Class) Threshold Standard The chief complaints were noted as were the appropriate interventions. Fluency and execution require improvement. JRCALC was consulted (as appropriate)

The performance was generally safe, but the skill/s lacked fluency and confidence in execution.

35-38% (Fail)

0-32% (Fail)

The understanding of the presenting complaint(s) was fragmented and lacked confidence. There was minimal appreciation for escalating concerns.

There was no understanding of the chief complaint(s) and the subsequent actions lacked consideration and control.

JRCALC was intermittently used, however, could be more effectively used. The performance was unsafe. Aspects of the skill/s required were not demonstrated at the appropriate level. If a critical fail is triggered a grade of 35% or lower, depending on overall performance, will be applied.

JRCALC was not consulted (as appropriate)

The performance was unsafe. The practice displayed lacked the required standard expected of this level.

Assignment Brief

Submission Deadline

Marks and Feedback

Before 10am on:

20 working days after deadline (L4, 5 and 7) 15 working days after deadline (L6) 10 working days after deadline (block delivery)

05/08/2022

02/09/2022

Key assignment details Unit title & code

Assessment and Management of Long-Term Conditions (PAR001-2)

Assignment number and title

Assignment Two

Assignment type

Practice Assessment Document (PR-PLAC)

Weighting of assignment

0%, Pass/Fail

Size or length of assessment

Equivalent to 2500 words,

Unit learning outcomes

Demonstrate the following knowledge and understanding •

Demonstrate the following skills and abilities •

ABT2020_V1

Demonstrate the knowledge of the impact of long-term conditions on patients and their carer’s and explore your role in promoting their recovery.

Evaluate and assess the appropriate needs of patients and their carer’s in the pre-hospital setting and devise plans for appropriate care and treatment.

What am I required to do in this assignment?

Formative Assessment: •

• •

Your PAD will be audited at set points through the year where you will be expected to have achieved the following: o Semester One – 33% o Semester Two – 66% o Semester Three – All completed. Where required, Personal Development Plans can be used to support your progress. Feedback will occur via your PebblePad system

Summative Assessment: •

You will be continually assessed in practice by a Practice Educator (PEd.) on the criteria adapted from the Health and Care Professions Council, Guidance on Conduct and Ethics for Students (2016).

•

At the end of your placement year, your PEd. and Personal Academic Tutor (PAT) will meet with you to agree on your progress needs into your subsequent year, working towards your final year submission.

•

While the placement documentation is a continuous document you are expected to underpin your progress by: o o o

Completing all summative assessment of elements of practice at minimal supervision level. Identifying two service users to provide feedback on your practice. Practicing in accordance with your level of study and ensure appropriate professional conduct.

•

You will enter this information in your PebblePAD and submission will occur automatically after you have shared with your assessor and saved your progress.

•

DO NOT ACCESS your PebblePad via ATLAS as your work will not be saved. Only use your PebblePad Dashboard.

What do I need to do to pass? (Threshold Expectations from UIF)

•

Complete all elements of practice at the required standard of minimal supervision.

•

Identify at least two service users to provide feedback on your practice including your own reflection.

•

Apply in accordance with your level of study and ensure appropriate professional conduct in practice.

How do I produce high quality work that merits a good grade?

•

This is a pass/fail assessment; therefore, the threshold expectations must be achieved.

How does this assignment relate to what we are doing in scheduled sessions?

• •

You will be able to apply the skills and theoretical knowledge acquired during lectures and practical skills sessions, linking theory to practice under the guidance of your allocated Practice Educator/s in placement. By doing so you will be able to identify and develop your personal, professional knowledge and skills by evidencing each element through formative and summative assessments.

Assignment Brief

ABT2020_V1

Grading Domains

Threshold Standard

Marginal Fail

Fail

Complete all elements of practice at the required standard as ‘Minimal Supervision’.

Complete all elements of practice at the required minimum standard.

A few elements of practice were not completed at the required minimum standard.

Many elements of practice were not completed to the required minimum standard of assisted.

Identify at least two service-users to provide feedback and reflect on your practice.

Identified at least two service-users to provide feedback and reflected on their practice.

Less than two service users were identified to give feedback, or no reflection of your practice was given.

No service user feedback was provided, and no reflection of your practice given.

Practice in accordance with and at the required standard and level of study required whilst ensuring appropriate acknowledgement to their professional conduct throughout. If a Personal Develop Plan is in place, it must not be restrictive to progression.

Your practice was deemed to be not fully in accordance with and at the required standard and level of study required whilst ensuring appropriate acknowledgement to your professional conduct throughout. Personal Development Plan in place, however, is restrictive to progression.

Your practice was deemed to be not in accordance with and at the required standard and level of study required whilst ensuring appropriate acknowledgement to your professional conduct throughout. Personal Development Plan in place, PEd and PAT unwilling to allow the student to progress.

Practice in accordance with and at the required standard and level of study required whilst ensuring appropriate acknowledgement to your professional conduct throughout.

Assessment Handbook BSc Paramedic Science Level 5

Articles inside

Appendix Two – Assignment Briefs Semester 2

Glossary