Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 4 Modules

Level 5 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

This course is fully accredited by the Royal College of Veterinary Surgeons (RCVS) and upholds the RCVS Standards Framework for Veterinary Nursing Education. All students are provided with a safe, effective and inclusive clinical learning experience, both in the university and within small animal veterinary practices across the region.  Veterinary Practices that meet the required standards for Veterinary nursing Training are approved by the college on behalf of the RCVS as Training Practices (TPs).

The University works with over 70 TPs within the region to provide our students with a high-quality year-long Clinical Placement.  Each TP ensures that our students integrate well within the veterinary team and provides the caseload, equipment and mentorship necessary for the student to reach competence in the RCVS Day One Skills and Day One Competences.

There is a large, spacious clinical learning environment within the college's Veterinary Nursing Zone that provides multiple, fully equipped Clinical Skills stations.  This practical centre of excellence attracts veterinary employers from across the region, who regularly attend events and examinations, giving our students the opportunity to showcase their talents to potential employers. 

Means of Assessment

Summative assessment will take the form of course assignments, tests, multiple-choice tests, phase tests, presentations, examinations, projects, practical exams. scenario’s and role play, etc.) These assessments will make use of, for example, case studies, workplace investigations, laboratory experiments and literature searches and the outputs to be assessed will include written reports, verbal presentations, essays and portfolios of evidence/work.

Alternative methods will be provided should any of these prove difficult for the learner because they have specific needs (alternative written analysis or support through student buddy or in class support assistance depending on the nature of the need. These methods would be crossed referenced to the learning outcomes as with all the assessment methods.

The regime for summative assessment for the different modules is intended to provide a balanced workload which reflects their nature and size.

Formative assessment will be provided, primarily, by means of spoken and written commentary on summative assessments, regular feedback on classroom exercises and activities and feedback on preliminary or trial assessments in a timely manner in accordance with USW Assessment strategy.

The assessments designed as part of the course form an integral part of the learning process and will keep pace with the delivery of each module.

• Feedback so that the learners are able to judge how well they are developing and achieving module learning outcomes, and what they might need to do to improve (formative assessment)
• A record of results relating to progression though the course and the achievement of final or intermediate awards of qualifications (summative assessment)
• Testing of all learning outcomes (but not necessarily summatively)
• Confirmation of the standard of achievement measured against external benchmarks
• Achievement of prescribed professional competences, if appropriate

Learning Support

Across all courses the colleges commitment is to ensuring that all students are able to meet their full potential whatever their personal characteristics, circumstances or background.

Examinations/controlled conditions: If a learner has a disability or a medical condition that has a bearing on the way in which they need to sit an examination, they may request that special provision is made for you.
Depending on the circumstances of each individual candidate and where facilities allow, the University may permit the granting of additional time for an examination; the sitting of an examination in a smaller or separate room; the use of an amanuensis, word processor, recorder, or other appropriate means to record answers; access to other specialist equipment; enlargement of the typeface of a question paper or its presentation in Braille; presentation of the invigilator’s instructions on the conduct of the examination in written format; and production of a question paper or script book on coloured paper.

Coleg Gwent’s Disability Coordinator will ask for form DD1 to be completed which will outline the nature of the disability, and to comment on any possible impact on assessment and examinations, and supporting documentation of an appropriate standard in support of their will also need to be submitted.

The Disability Coordinator will make a recommendation in respect of the adjustments to examination arrangements to be made for part or all of the period of study at Coleg Gwent.

In addition Personal Support is also available from:

Learner Services Assistants based at each campus and can help students with questions about finance & financial grants, ID cards and other matters not directly related to their course.

Study Skills Support:
This support is offered:
In class: An additional member of staff can comes into your sessions to provide support for learners in the group
One to one: A time is allocated for learners to meet with a support worker to help them with study skills
Workshops: Some campuses have a Support for Learning workshops available – these will be made available to HE learners as across the college.

Learning Advisors are based in the Learning Resource Centres and support learners and staff in a number of ways, including:
Helping to access resources in the LRC or online
Helping with study skills, such as understanding assignments, searching for information and planning your work
Providing study skills workshops
Providing individual and group support
Producing 'How to' guides to help you with your course
Counselling:
Counsellors are available to learners and will be able to help learners to face life challenges in a confidential, safe and supportive environment where they can talk over any difficult issues whether current or in the past. Appointments to see the counsellor are booked through the student services team.

Spirituality:
The college team offer support to:
Help and support at times of spiritual need and/or crisis
Support for individuals, groups and communities that wish to practise their faith and beliefs
An inclusive support service offering information, advice and guidance in relation to a range of equality and wellbeing issues
Workshops and tutorials for learners on topics relating to spirituality, equality and diversity
Access to recognised faith leaders in the communities of the college for one to one support
Information on equality and diversity activity and awareness amongst learners and staff
Student Mentors, who are current students, studying at Coleg Gwent. They are available to answer your questions, show you the ropes and help you find your feet.

Course Exit Points

Progression Route

This course will provide a progression route onto the BSc (Hons) Veterinary Nursing (Top-Up).

Entry Requirements

Admission to the course is typically through the following qualifications:

UCAS Tariff – 64 points

A Level – CC (at least one biological science)

Pearson BTEC Level 3 National Extended Diploma – MPP

Access to HE Diploma – M: 15 credits P: 30 credits

Welsh Baccalaureate: Advanced Skills Challenge Certificate – A* - D

Additionally, GCSE passes in five subjects at grade C or above to include Mathematics and English Language (or equivalent) and at least one science.

Applicant must have 2 weeks work placement in a small animal veterinary practice prior to course commencement.

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