Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Employer Engagement will be achieved by:

Visiting Speakers

Service users will be involved in simulated learning and associated workshops where differing perspectives be offered to students for debate.

Volunteering Not a component of the courses although students may engage in volunteering in their own time.

Fieldwork

Not applicable

Fieldtrips

Not applicable

Work Placements

Additional practice experiences outside of the student’s own place of work may be sought (facilitated by Practice Supervisor and Assessor) to enhance the student’s learning and provide maximum opportunities to achieve clinical proficiencies.

Work-based Learning

Students on this course are all employed as HCSWs in clinical practice settings, supported by their employers in the workplace. Opportunities for extended roles and responsibilities including career progression may arise upon successful completion of this course.

Sandwich Years

Not applicable

Employer Forums

Not applicable

Means of Assessment

Learning Support

Induction

An interactive course induction will support students with an orientation to the course and digital platform (Blackboard) for the delivery of online study materials and its associated facilities. Students will be introduced to their personal tutor and wider mechanisms of support accessible throughout the course.

Personal Tutor/Academic Supervisor

Students will be allocated a personal tutor that has specialist knowledge and skills related to their field of practice, to offer support and guidance with all aspects of the course and will also offer academic supervision to help the student prepare for summative assessments.
The personal tutor will discuss the ongoing experience the student is having within their practice setting. This will enable the student to develop confidence and proficiency in the facilitation of their own learning, and assessment of knowledge and skills of others at key stages of the course.
It is envisaged that the personal tutor will act as the Academic Assessor for the assessment of clinical proficiencies that are an essential part of the course. The role of Academic Assessor involves a close working partnership with the Practice Assessor to monitor student development and at pre-scheduled points, confirm the student has met all of the requirements for progression.

Practice Supervisor/Assessor

Practice learning experiences account for 50% of the course. The students are supported during practice learning by a Practice Supervisor and assessed during practice learning by a Practice Assessor. As the course promotes peer support and peer learning, Personal Tutor Group online forums will be set up to facilitate peer support for clinical and theoretical elements of the course.

Practice Supervisors are registered health and social care professionals who will support the student in. The student may work with a range of Practice Supervisors within practice however; they will be allocated at least one designated Practice Supervisor to provide continuity of their learning experience. The designated Practice Supervisor(s) will provide feedback on progression to the student and the nominated Practice Assessor and will contribute to the students’ PAD on the students’ professional conduct and achievement of proficiencies.

The student will have a nominated Practice Assessor who is accountable for confirming achievement of their proficiency against the proficiency outcomes in the PAD, to include the achievement of the In-point assessment. Practice Assessors must be registered nurses. They do not necessarily have to be registered in the same field of practice that the student is studying but they must have the appropriate experience for the student’s field of practice.

Confirmation of achievement of proficiency outcomes must be completed by the end of the course as detailed in the PAD. The Practice Assessor will collaborate with a nominated Academic Assessor at scheduled points during the students practice learning experience, to review the students’ progress and/or completion. Practice Assessors will make assessment decisions by drawing on the students record of achievement, periodic observations of their practice, feedback from a range of Practice Supervisors, service users and carers, and the student’s self-reflections on practice.

Each student will have a nominated Academic Assessor, who will collate and confirm student achievement of proficiencies and course outcomes. The nominated Practice and Academic Assessors will collaborate to determine whether the student has met all the necessary requirements to recommend the students completion in line with course standards.

The In-Point Assessment strategically placed throughout the course will be assessed by a Practice Assessor. Students will be prepared for the In-Point assessment by Practice Supervisors and Assessors and will be agree a date for the assessment in agreement with the student and Academic Assessor if required.

Office hours

As the course is delivered predominantly at a distance, this provides flexibility for the student to engage in theoretical studies at a time and place most convenient to them, within a designated time frame set within each module. Blended learning approaches including the use of the simulation centre and hydra Minerva suite, require flexible patterns of attendance to be determined at the start of the course.
Whilst in practice there is an expectation the student will work closely with their designated Practice Supervisor who will oversee their learning and explore additional practice opportunities to enhance knowledge and experience.

Formative Assessment

Modules throughout the courses incorporate formative learning and teaching in order to support an ongoing dialogue with students as they develop their knowledge, skills and proficiency. In the practice learning environments students will be expected to demonstrate their knowledge and provide evidence to support their achievement of proficiency in the PAD

Progress meetings

Processes are in place at strategic times for students to meet with their Personal Tutor, Practice Supervisor, Practice Assessor and Academic Assessor to support students in setting objectives, discussing progression.

Supervision

Supervisors will be allocated to facilitate the academic and personal relationships needed to allow the student to maximise their potential during the courses whilst also creating a field of practice identity. Students will be encouraged to be active in the supervision process as they move through modules and across progression points.

Online Resources

All modules are linked to UniLearn, the USW integrated system, which supports assessment, learning and teaching activities through technology. Video capture, podcasts and short video clips will supplement taught components of courses, providing context and additional learning to support student’s development.

Advice Centres

Students can self-refer or be directed to the USW Advice Zone. Instruction on the services available and how to make an appointment are included in course handbooks and on the USW website. These services are available to students whether on campus or in practice learning experiences.

DDS Service

The DDS provides a confidential and professional service where students discuss individual requirements relating to disability.
Advice will be given on how to best manage additional needs if appropriate. Students are encouraged to discuss additional needs or support with Personal Tutors or the Course Leader. Advice will be given on how manage additional needs and reasonable adjustments will be made if appropriate.

Practice partners will be involved in these processes if necessary.

IT/Library

Students have access to all USW resources both on and off campus. The School has a subject specialist librarian available to help and support students. Students have access to Findit, online resources and hard copy reservation. In addition, the School provides a range of learning resources in sites across its partner health service provider premises.

Course Exit Points

Progression Route

Although this module is listed as Optional in systems for operational reasons, its profile within the course is core and should be treated as such for the purposes of considering student profiles and when considering award and progression decisions. The following progression routes are available:Potential to enter Level 5 of the BSc (Hons) Nursing course (full time and part-time routes) through RPL processes.If the award is a progression route for other courses, please specify which and where they are delivered:BSc (Hons) Nursing - University of South Wales

Entry Requirements

Admission to the course is typically through the following qualifications:

Successful applicants must hold a Level 3 Qualification and be able to demonstrate proficiency in English language and have capability in literacy and numeracy skills to meet the course outcomes. This equates to holding a Level 2 qualification in English language and Maths (equivalent to Maths and English GCSE Grade C or above). Applicants are also required to demonstrate capability for digital and technological literacy to meet the course outcomes.
In addition to the attainment of educational qualifications, applicants must:
• Currently be working as a HCSW supporting Registered Nurses.
• Have a permanent contract in healthcare and have access to a trained Registered Nurse Practice Assessor/Supervisor.
• Provide a written reference in support of an application.
• Confirmation of support from Line Manager to attend University mandatory study days and to identify an appropriately trained Practice Assessor/Supervisor.
• Portfolio of evidence to support an application. This will include evidence of up to date mandatory training, including manual handling passport, education certificates and written reflections as evidence of continuous learning.
Selection occurs through a review of the applicant’s personal statement and confirmation that the applicant meets USW requirements for admission to the course. If these criteria are met, the student will be invited to a group interview day with a panel that consists of academic staff from the course team and practice partners. The interactive group interview day ensures applicants have fully considered the demands of the course and are able to identify what is required of themselves to become a successful University student. This provides an opportunity for critical reflection and self-assessment as to whether this is the right time for each individual to enrol onto a 2-year Higher Education programme of study. By having a greater understanding of the demands of the course, this should help avoid early attrition and strengthen student retention.

Will students be required to undergo a DBS check? Not for entry to this course. However, as all applicants are currently employed as HCSWs working with clients in healthcare settings, each will have had a DSB check with their current employer.
Those applying to progress into the BSc (Hons Nursing) at the end of the course must have a current DBS to facilitate this process.

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