Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Industry Projects

As the students are already engaged in employment they are tasked throughout the course with personalising their submissions to the Academic Forum and in their individual module assignments and relate them directly to their own experience in industry and within their own healthcare setting. Those who are not currently in employment can draw upon their past experiences in order to build upon the knowledge gained to progress in their careers on completion of the course.

Where opportunities exist to enhance the practice area students are encouraged to engage with employers, particularly for the professional project in their Master’s year.

Work-based Learning

During the admission phase, students must demonstrate how they will directly apply the knowledge gained on the course to their everyday working practice. During the running of the course, they are required to provide examples of this in their reflective journal component, which equates to 10% of their overall module grade.

Means of Assessment

Not only do the learning outcomes map to the assessment but the pedagogical underpinning and online format allow the course to put assessment at the heart of learning. The course framework comprises a combination of some of the most successful educational models:

Andragogy – adult self-directed learning
Reflective Learning – reflection upon the clinical scenarios within portfolios
Experiential learning – learning from the experience of typical case studies
Facilitation learning – Tutors acting as facilitators for learning

The PgDiploma comprises six modules of 20 credits which run sequentially over 12 calendar months.

The programme format is identical for each module: During a module, students will use the course website several times a week to follow discussion threads, make their own contributions, and interact with the tutor and fellow students. There is no didactic teaching; instead, students are asked questions and prompted to search the literature, read it critically, and respond to their tutors and peers in the Academic Forum.

The course is wholly online and can be accessed by any student with a computer and internet access. Students are put in virtual tutor groups of 10-20, and they interact with the tutor and the rest of the group through a discussion forum.

The MSc consists of the PgDip modules plus a 20-credit module on research methods and critical appraisal using the same format to the previous modules (including the same assessment components), in Module 1, followed by a 40-credit Professional Project module where students study a topic in depth, using the knowledge acquired in the preceding modules. In this module, students choose a topic and carry out independent study with one-to-one supervision from the tutor.

The format of the six modules of the PgDip and module 1 of the MSc follow the same pattern and module structure.

Learning and assessment are intrinsically linked and assessment drives the learning process.

There are four components of assessment to assess the learning outcomes of each module.

Academic Forum (Case-based scenarios and discussion) 40%

Students are required to critically analyse clinically focused case-based scenarios, discussion threads and weekly questions posed by their tutors via the Academic Forum (an online discussion board) and designed to meet the module learning outcomes. Here, students make their own researched and referenced contributions and interact with the tutor and their fellow students. There is no didactic teaching, instead, students are posed questions and prompted to search the literature, read it critically and respond. Engagement is encouraged by the tutor prompting students to respond and the use of automated activity monitoring software.

Tutors are active in the forum to guide students and provide formative feedback on how to post effectively, and encourage discourse amongst the group to ensure student-student interaction.

This presence on the forum ensures that students’ contributions are scaffolded by becoming more refined as the modules progress.

Tutors and students are also able to use direct messaging on the platform in order to provide an extra level of support.

At the end of each module, the tutor allocates marks to each student based on a marking rubric. The rubric takes into account the following elements:

Promptness and initiative

Delivery of post (spelling and grammar)

The relevance of posts and referencing

Expression within the post

Contribution and engagement with the learning community.

Students learn by finding relevant literature, reading and critically appraising it; discussing it within the discussion forum and applying it critically to practice. Engaging in case problems is highly motivational for students and introduces the key concepts of the module. It is perceived as being particularly valid for their clinical work and is a prominent feature found in the needs assessments of practising healthcare professionals. 

During the pre-course Study Skills induction module, Day 4 is designated to provide the students with an introduction to how to write critically. This includes presentations, recommended reading, guidance, tips and examples of how to engage in critical appraisal in order to achieve optimum results in the academic forum. This is then maintained throughout Module 1, which is always delivered by either the Programme Leader or one of the most experienced tutors on the course, to provide the students with additional support and formative feedback during their first module, to fully grasp the skill of academic writing from the outset. The module design, which is replicated over the six modules, enables critical appraisal to be scaffolded throughout the course so that students can build upon the skill throughout their learning journey.

The content of case discussion is based on the learning outcomes for the module and is marked by the tutors against a detailed marking rubric to ensure fairness and consistency. The marking rubric is accessible from the outset to ensure the student can cross-reference the criteria whilst they work. ‘Contribution and engagement with the learning community’ is one of the key elements, which further encourages student-peer interaction.

Reflective Journal 10%

The online reflective journal is a learning portfolio that requires students to record and critically reflect on their learning. Reflection is an important aspect of the programme since the healthcare professionals will be able to spend time considering how their practice compares to the themes being discussed in the module. The tutor provides regular feedback to the student and marks it at the end of the module. Reflective practice is a requirement for healthcare professionals for professional re-validation and professional development.

Module Activity (Group or Individual) 20%

The group activity stimulates and tests the student’s ability to work individually and as a team in taking the subject area forward. Where a group task is set, the group elects a leader using the online forum (designed to put leadership skills into practice) and the leader allocates tasks to group members. The leader is responsible for managing, collating and submitting the activity (online) at the end of the module. The tutor provides formative guidance part way through the module and marks the assessment at the end. The marking criteria for group activities (linked to the assignment) clearly stipulate that evidence of activity must be demonstrated. With the course being online, tutors have more visibility to be able to evaluate each individual's contribution to the group project. The students have a group activity forum on the LMS providing transparency of engagement and contribution for the tutor, enabling them to provide formative feedback during the process and to tailor marks according to levels of participation.

From the outset, students are provided with detailed guidelines about the group activity on the LMS, including its objectives, assessment criteria, and expectations for participation. This clarity helps students understand their roles and responsibilities before they commence.

The group activity area also provides the students with dedicated collaboration tools for group work, including the designated group activity discussion forum and a shared submission space for editing and uploading the work. This facilitates communication and cooperation among group members, regardless of their geographical locations and timezones.

Groups are formed from the outset of the course in Module 1 to allow time for the students to get to know each other. Group activities are no longer assigned to Module 1 in order for the students to have more time to establish effective working relationships before embarking on a group project later in the course.

Tutors actively monitor group progress throughout the activity. They have visibility into group discussions and contributions, allowing them to identify and address any issues early. Tutors can intervene to provide guidance, resolve conflicts, or encourage more balanced participation if needed.

The group activity is structured with milestones and intermediate deliverables (formation of roles at the outset, including group leader and a mid-module submission of a draft piece). This scaffolded approach helps groups manage their time effectively and allows tutors to provide formative feedback throughout the process.

As outlined in the marking criteria (see Appendix A), tutors have the flexibility to adjust individual grades based on the level of participation and contribution. This approach encourages active engagement from all group members and allows for a fair assessment of individual efforts within the group context.

The individual activity is designed to stimulate and demonstrate personalised learning, creativity and problem solving with application to each student’s own practice area.

Examples of activities might include either a written assignment, poster, blog or social media project.

All students must complete the same assignment activity for each module, which is predetermined by the Programme Leader before the modules commence.

Case-based Multiple-choice Exam 30%

Case problems in the form of a one-hour timed examination with multiple-choice ‘single best answer’ questions directly test the module's reasoning and knowledge objectives. The online exam is marked automatically. It tests related theory and problem-solving skills.

In summary, the case-based scenarios challenge students to apply theory to the clinical situation. The reflective portfolio demonstrates how they reflect on action, learn, and change as a result of that reflection. The group activities foster a multidisciplinary approach to problem-solving and current ways of working, and the individual activity fosters learner autonomy. The multiple-choice case-based examination tests theoretical knowledge and its application. 

The diverse assessment methods within each module are designed to test the expected characteristics of Master’s graduates (QAA Characteristics Statement, 2020). These include critical awareness of current issues and developments in the field, critical skills, knowledge of professional responsibility, integrity, and ethics, and the ability to reflect on one's own progress as a learner.

The component set for each module is repeated throughout the programme which serves multiple pedagogical and practical purposes. It provides a reliable framework, allowing students to focus on content rather than having to adapt to new assessment formats. Repeated exposure to specific component types enables students to refine and master key academic and professional skills. By maintaining a diverse component set, we can evaluate a broad spectrum of competencies in each module. The variety within the component set for each module caters to different learning preferences, allowing students to excel through methods that best suit their individual approaches.

The assessment and learning activities have been in place for over a decade. Throughout this period, the assistance and direction offered to students have undergone continuous improvement and informed feedback in order to enhance the student experience.

Simulation

In line with USW’s approach to digitally enabled education and its enabling active learning (EAL) approach, Learna ensures that the VLE is used to facilitate active learning which is inclusive and flexible to all. This means that asynchronous learning activities form the basis of course delivery. Within this remit there is still plenty of scope to expand the activities to incorporate the following activities. Some listed have already been adopted and some are currently under assessment for suitability:

Virtual Patient Cases:

Interactive, branching scenarios where students make clinical decisions and see the outcomes. These could be text-based or use simple animations.

Video-based Simulations:

Pre-recorded video scenarios showing patient interactions, procedures, or clinical decision-making processes. Students could analyse these videos and discuss their observations asynchronously.

Virtual Labs:

Online simulations of laboratory procedures or diagnostic processes.

Role-playing Exercises:

Assigning students different roles in a clinical scenario to be played out over a series of forum posts or collaborative documents.

Virtual Reality (VR) or 360° Video Tours:

Providing an immersive experience of clinical environments.

Gamified Decision-making Scenarios:

Online quizzes or games that simulate clinical decision-making processes.

Virtual Case Conferences:

Asynchronous case discussions where students contribute to a developing case over time, simulating the evolution of a patient's condition.

Simulated Electronic Health Record (EHR) Exercises:

Mock EHR systems for students to practice documentation and data interpretation.

Teaching and Learning Hours for each module:

Seminars (40 hrs) - to represent the number of hours spent in the Academic Forum discussing case scenarios and responding to discussion prompts posted by the Tutor.

Independent Study (80 hrs) to represent researching the topic and formulating ideas to bring to the Academic Forum and Module Activity.

Directed Study (40 hrs) to represent the hours dedicated to peer-to-peer discourse on the Academic Forum facilitated by the Tutor and the research required to enable the learners to make well-referenced and academically informed responses.

Problem/Challenge-based learning (40 hrs) to represent the application of theories and concepts to real-life case-based scenarios, relating them to everyday work-related practice, evidenced in all four components.

Learning Support

Student induction includes introduction to the Library, navigation of the learning platform Moodle, and access to Blackboard and study skills support.

Each module is 6 weeks in duration. Students have access to the online module 24/7 for the duration of the module with regular interaction between them, their fellow students and their assigned tutor.

Students also have access to:

The full range of University support facilities including a student drop-in centre, student services, the Faculty Advice Centre and USW chaplaincy services

A Student Handbook

An on-line tutor

The Learna student administration team

Course Exit Points

Progression Route

Students who have successfully completed the 120-credit Postgraduate Diploma may continue to the Master’s (year 2).

Following the MSc, students would be likely to take on roles in wider healthcare systems and can access further opportunities in their field.

Many previous students have found that the skills and confidence provided by the course have resulted in promotions in their current roles, some of which occurred while the students were still studying for the postgraduate diploma.

Entry Requirements

Admission to the course is typically through the following qualifications:

Applicants will be assessed on an individual basis, but typically, applicants for the programme will: 

Possess an undergraduate degree in a relevant subject awarded by a UK university or overseas equivalent.

Provide evidence in the personal statement as to how they can apply learning to a practical setting and reflect on practice.

Basic IT skills (e.g., word-processing, email and internet)

If English is not the student’s first language they must hold an English language qualification

English Requirements:

IELTS with an overall score of 6.0 (with a minimum of 5.5 in each band)

GMC / NMC (Nursing Midwifery Council) / IMC (Irish Medical Council) registered - with a licence to practise

OET with an average of 440-350 overall and a minimum of 350 in each component

TOEFL with a score of 72 overall and a minimum of 18 in reading, 17 in listening, 20 in speaking and 17 in writing (including Home Edition)

English GCSE grade C or above

Cambridge English: Advanced (CAE)- exams taken from January 2015- overall score of 169 with at least 162 in each component; exams taken before January 2015- Grade C and no less than borderline in each skill

Trinity College English Language qualifications: ISE II Distinction or ISE III Pass

PTE Academic and PTE Academic UKVI with a score of 64 overall and 59 in each component. Please note that where a UKVI SELT is not required, we can also accept the scores in the PTE Academic Online

LanguageCert International ESOL B2 Communicator or SELT Exam with a High pass with a minimum score of 33 in reading, writing and listening, and 38 in speaking

WAEC is graded A-E. Anything above C6 is acceptable, so C6, C5, C4, B3, B2, and A1 are acceptable. Anything under C6 will not be accepted (D7, E8).

PSI Service (UK) Ltd Skills for English UKVI B2 (4 component) with a pass in all 4 components (listening, speaking, reading, writing)

Kaplan International Tools for English (KITE) online test: Overall score of 458, with 425 in each component.

Password Skills Plus with an overall score of 6.0 and no less than 5.5 in each component.

English Medium of Instruction (EMI)

Proof of study at a UK, USA, Australian, New Zealand or Canadian University of membership to a medical body from one of these countries.

Inclusive Curriculum Statement

The University of South Wales operates a policy of inclusive learning, teaching and assessment to ensure that all students have an equal opportunity to fulfil their educational potential. Course teams will have considered ways of designing out any potentially disadvantageous element of courses during the course design process. However some specific needs may remain, details about how to apply to have your needs assessed can be found at: http://unilife.southwales.ac.uk/pages/3040-disability-and-dyslexia-service/

Addendum for Delivery at a Partner Institution

N/A