PgCert Education for Healthcare Professionals
01 Sep 2024 - 31 Aug 2030
| Course Leader | Sarah Newton-Gray |
|---|---|
| Course Team | Mark Davies, Sally Scott-Roberts, Julia Pridmore, Donna Pace, Natalie Davies-Dixon |
| Awarding Body | University of South Wales |
| Teaching Institutions | University of South Wales |
| Modes of Study | Part Time |
Document Version
| Version | 1 |
|---|---|
| Valid From | 01 Sep 2024 |
| Valid To | 31 Aug 2030 |
QAA Benchmarks
Educational Aim
To facilitate the development of participants critical reflective skills to enhance their knowledge, skills, confidence and competence to facilitate effective learning and teaching.
To further develop the participants’ ability to undertake fair, robust and comprehensive assessments of students’ progression and achievement in the context of their practice.
To enable participants to apply principles of critical enquiry to identify areas for enhancement of learning and experiences for students and others and to design, implement and disseminate innovative practices to enhance learning.
To instil the skills of critical reflection to enhance personal and professional development as a health care professional and a facilitator and role model for student and others learning and development.
To provide a coherent framework of professional development enabling NMC registered participants to meet the requirements of the NMC (2018) Standards framework for nursing and midwifery education and Standards for Student Supervision and Assessment and any subsequent applicable regulatory standards.
Learning Outcomes
| A1 | Demonstrate a critical understanding of the theories and principles which inform effective facilitation of learning and teaching practice. |
| A2 | Critically evaluate a range of contextually relevant methods for supporting the learning of a diverse student population promoting inclusivity and meeting the equality and diversity needs of students and others. |
| A3 | Demonstrate a critical understanding of the role of the educator in supporting, supervising and assessing student’s development of proficiency /competence within the context of practice. |
| A4 | Identify and critically evaluate approaches to evaluating, assuring and enhancing the quality of the student experience and implement initiatives to improve or enhance the student experience. |
| A5 | Demonstrate an in-depth knowledge and understanding of the processes and policies in relation to professional body requirements and safeguarding the public. |
| B1 | Critically evaluate the educational and context specific theoretical and research evidence to inform facilitation of learning and assessment practices. |
| B2 | Critically analyse issues in their own educational practice which merit further investigation and research. |
| B3 | Exercise critical judgement in the application of new knowledge to own current educational practice. |
| B4 | Reflect on and critically analyse own learning and manage own continuing personal and professional development. |
| B5 | Critically assess and analyse data from a variety of sources to inform decision making in student assessment. |
| C1 | Integrate scholarship, research and professional activities with teaching and the support of learning promoting evidence-based practice. |
| C2 | Design and implement learning, teaching and assessment strategies within the context of own practice. |
| C3 | Adopt a critical approach to assessing and giving feedback to learners on their performance which supports the learning experience and enhances the quality of their learning and r development of confidence and competence / proficiency. |
| C4 | Demonstrate depth of insight when applying professional judgement and accountability in decision making and management of specific contexts with acknowledgement of existing policies and protocols. |
| C5 | Demonstrate appropriate and effective interpersonal, team working and leadership skills. |
| C6 | Facilitate learning in a range of environments utilising skills which respect and support the needs of diverse learning communities. |
Course Structure
Level 7 Modules
Teaching and Assessment
Learning and Teaching Methods
Employer Engagement
Employer Engagement will be achieved by:
Visiting Speakers
This will be an integral part of the course. Participants will be involved in a number of practical classes and workshops facilitated by expert educationalists – show-casing exemplar models of facilitating student learning and assessment.
Work Placements
Not applicable – participants are employed within their practice settings.
Employer Forums
The School of Care Sciences has a number of forums from operational to strategic level with its practice learning environment providers. These partnership working patterns have been long established and serve to enhance the quality of the provision of the courses which have a significant work-based element.
Means of Assessment
Practical Assessment
Written Assignment
Portfolio
Project Output
Poster Presentation
Learning Support
The learning support available through the course
Induction
Participants will have an induction on day one of the course. This will also include an induction to the services offered by the learning resource centre, study skills, advice zone staff and student services.
Personal Tutor / Academic Supervisor
Participants will be allocated a Personal Tutor to offer support and guidance with all aspects of the course. This individual will also offer academic supervision to help the participant prepare for summative assessments and undertake observations of the participants’ facilitation of learning and assessment.
The Personal Tutor will discuss the ongoing experience the participant is having within their practice setting to enable the participant to develop competence and confidence in the facilitation of learning and assessment of students’ and others knowledge and skills.
Office hours
Office hours and meetings with participants will be flexible with due consideration of participants working patterns.
Formative Assessment
Both modules incorporate an element of formative assessment (including self and peer assessment) in order to support an ongoing dialogue with participants as they develop their knowledge, skills and competence in facilitating learning and assessing students.
Progress meetings
Processes are in place during the module for participants to meet with both their personal tutor and practice supervisor to support participants in setting objectives, discussing progress and achievements.
Research Supervision
Project supervision will be thematically allocated across the course team taking advantage of the personal areas of expertise.
Online Resources
All modules are supported by UniLearn, the University’s integrated system which supports learning and teaching activities through technology. As a course team we are committed to the use of such technologies to enhance learning and will be providing an experiential appreciation of best practice through the use of a variety of technologies and supported reflective discussion. We will meet the minimum VLE requirements for modules and course organisations set by the University. One member of the course team has a specific interest and expertise in technology enhanced learning and this will be maximised to enhance the participants’ experience.
USW has excellent online learning resources and participants will be directed and supported to make the most of USW on line provision most of which will be via the VLE and include discussion group access to facilitate the development of the community of practice. To ensure familiarity with the VLE and increase confidence in engaging with an online environment, additional support will be offered by the course team to participants who have not used this VLE before.
Advice Zones
Participants will be directed to the Advice Zone in the course handbook and this will be discussed during the induction.
DDS Service
The DDS provides a confidential and professional service where participants discuss individual requirements on their terms relating to physical, sensory, mental health or unseen disability. All participants will be made aware of services available to them in the course handbook and this will be discussed during induction.
Participants will be encouraged to discuss with their personal tutor or the course leader if they have any additional needs or require any additional support during the course.
IT/Library
Participants will have access to all University resources both on and off campus. Participants have access to Findit, online resources and hard copy reservation. The School of Care Sciences support learning resources in its partner Health Boards.
Course Exit Points
| Award | Criteria | Final |
|---|---|---|
| Postgraduate Certificate | 60 credits with at least 40 at Level 7 and no more than 20 at Level 6 | Final |
Progression Route
On successful completion participants will be able to continue to study towards the MSc in Professional Practice.Course - MSc in Professional Practice (Glyntaff Campus)
Entry Requirements
Admission to the course is typically through the following qualifications:
For postgraduate courses the entry requirements can be found via a search on the University’s website http://courses.southwales.ac.uk/
Participants should be a registered health care professional and be able to demonstrate evidence of regular updating and CPD within their role and have up-to-date knowledge, competence and experience relevant to the learners they will be supporting. Applicants who are not registered health care professionals but hold relevant and suitable qualifications and employment profiles will be considered on an individual basis. Participants will be required to have an active Disclosure and Barring Service (DBS) certificate.
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
Methods Of Quality Standards
Course Management
\\rThe Course Leader works with the course team to develop a course to its full potential so that it provides a professional, employment-focused learning experience for participants. The Course Leader oversees academic standards, quality assurance and enhancement.
\\rArrangements for Feedback to Students
\\rThe arrangements for providing feedback/feedforward to participants on their work both formatively and summatively are managed through a variety of mechanisms:
\\râ— The course team will adopt a number of self and peer formative assessment strategies that directly inform the summative assessments of both modules, promoting assessment for learning (Assessment for Learning: Assessment Policy and Procedures USW 2015).
\\râ— Summative assessment marking will be shared across the course team to ensure that the 20-working day deadline for feedback is adhered too.
\\râ— Observation of the facilitation of learning and assessment sessions will be fed back on directly after the session has taken place.
\\rStudent Representation
\\rStudents on this course will be represented at meetings with teaching staff and other members of the University by Course Representative and Student Voice Representatives.
\\rThe role of the Course Representatives is to elicit the views and issues of the students they represent and reflect these views/issues at Student/Staff Course Liaison Groups (SSCLGs) and feedback to the students the outcomes/actions from the SSCLGs.
Quality Of Standards Indicators
Course Monitoring
\\rThe University is responsible for both the standards of its awards and for the quality of its students’ learning experience. In order to ensure that standards are maintained and there is continuous enhancement a process of regular review takes place. This process is known as Continuous Monitoring. The University requires Module Leaders, Course Leaders and Deans/the Principal RWCMD (and their counterparts in collaborative partner organisations) to undertake reviews throughout the academic year and to report the outcomes of these reviews, using a standard format. The continuous monitoring reports, compiled over a six-year period, form the basis of the Course Review & Revalidation process.
\\rExternal Examiner
\\rExternal examining provides one of the principal means for maintaining UK academic standards within autonomous higher education providers. The external examiner will be an educationalist employed within a Higher Education setting. They will provide carefully considered advice on the academic standards of the courses and the two modules to which they will be assigned and can offer advice on good practice and opportunities to enhance the quality of the course and modules. They are also able to offer an informed view of how the standards seen within the course compare with the same or similar awards at other higher education providers of which they have experience.
\\rThe external examiners will provide an annual written report to the University based on what they have observed of the assessment processes and student assessed work. The external examiner associated with this course will be detailed in the Course Handbook.
\\rEngagement with Subject Benchmark Statements, QAA Quality Code, CQFW and FHEQ
\\rDevelopment of the course has taken account of the QAA Education Studies Subject Benchmark Statements (2015) – however, these are only for bachelor’s degree level. There are no benchmark statements above this level for education studies. The course has also been developed to prepare participants to fulfil the new roles of academic assessor / practice assessor in accordance with the Nursing and Midwifery Council (2018) Standards for student supervision and assessment. These standards identify the new roles of Practice Supervisor, Practice Assessor and Academic Assessor.