Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Visiting speakers - Practice staff, children and young people who use services and their families or carers will be involved in developing teaching and learning activity. The contribution of visiting speakers via pre recorded or face to face sessions is an essential and integral part of the course where care or differing perspectives are offered to students for discussion and debate. The course team have strong professional relationships with expert clinicians in practice and these will contribute to the delivery and maintenance of the course. Detail of the delivery of sessions by practice staff and people who use services will be highlighted on module timetables.

Work placements - The course is 50% practice and therefore the students will undertake practice placements which are arranged in partnership between the course team and USW practice learning partners.

Work-based learning - Students will need to achieve specified proficiencies as part of this course as outlined by the NMC (2022) and these will be achieved whilst in a designated practice-based learning environment where students will be supported by practice supervisors and practice assessors. Based on work-based learning (WBL) pedagogies, the course encourages the health professional to undertake reflective practice. This will produce reflective practitioners and active learners that are able to apply the knowledge and skills gained in real-life situations and workplaces.

Employer forums - The Faculty has a strong track record of engaging with practice partners/employers due to the nature of healthcare. Quarterly meetings are held with University Health Boards, Welsh Ambulance Service and the independent sector to consider the ongoing support of students. Tripartite meetings with employers also occur as part of the course to ensure students are supported and on track for clinical and academic attainment.

Means of Assessment

Learning Support

Induction - Induction days are provided and timetabled for all modules within this course which will allow students the chance to settle and get to know academic staff and these will be via face to face on campus sessions.

Personal Academic Coach - All students are allocated a Personal Tutor/Personal Academic Coach (PAC) who is there to discuss any issues relative to their academic and clinical progress and who will advise the student on how to seek support for any personal or professional matters arising that maybe affecting their studies. All students are able to contact the PAC/course leader to support their academic progress, this can be utilised by a number of ways; face to face, email and/or Teams.

Learner analytics - USW uses a learning analytics system which can track engagement with the VLE i.e. log in attempts and can also monitor students’ attendance etc. These weekly STEAM reports can be accessed by module leaders and the Course Leader can access this information and identify if there is any concern about participation or student engagement with the module or course. Subject Support Officers can also assist in determining engagement of students and provide support where and when needed. The Learning Analytics 2 (LA2) system used by USW will also help staff to provide targeted support for students.

Office hours - Office hours are communicated to the students at the start of each academic year and within each module induction. This is further enforced within the course handbook. Announcements will be placed on Unilearn/blackboard for when staff are on annual leave and there are key dates for each of the modules where it shows clearly when the University is closed.

Tutorials - Tutorials will take the form of small group work which are facilitated by module staff which encourages independent development. The format of the tutorials is flexible and tailored to work with the subject under discussion and students’ needs.

Seminars - Seminars/Webinars that would be useful for the students to attend are placed on blackboard as announcements. These would not be linked to the university course but are external webinars/conferences.

Formative assessment - Modules throughout the courses incorporate formative learning and assessment in order to support an ongoing dialogue with students as they develop their knowledge, skills and proficiency.

Progress meetings - There will be contact days arranged throughout each of the modules where students are able to get in touch to discuss their own progression and development both academically and clinically.

Research supervision/Academic Supervision - Supervisors will be allocated for each academic assessment in order to facilitate the academic and personal relationships needed to allow the student to maximise their potential during the course. Students will be encouraged to be active in the supervision process and will be supported by a number of different academics as they move through modules.

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 and Panopto sessions and recorded sessions will be used alongside face to face sessions providing context and additional learning to support student’s development.

Advice zone - Students are able to self-refer or be directed to the USW Advice Zone. where staff are able to offer advice about the circumstances where extenuating circumstances are offered. The Advice Zone is available online whereby staff can help with a wide range of students queries and point students in the direction of additional support services. Advice Zone Online | University of South Wales Instruction on the services available and how to make an appointment are included in course handbooks and on the USW website. Subject Support Officers are also available to assist and support students depending on need.

Disability - The Disability Support Service provides a confidential and professional service where students can discuss individual requirements relating to disability. Advice and support are available for all students who have additional learning needs or those that require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors, module and course leader. https://disability.southwales.ac.uk/

IT/library - Students have access to all USW resources both on and off campus. The Health Division of the Faculty has a subject specialist librarian available to help and support students. Students have access to Findit and online resources. Online reading lists will be set up for each module. Students will have a library introduction session, so they are aware of the facilities and functions available to them before they start the course.

Course Exit Points

Progression Route

Entry Requirements

Admission to the course is typically through the following qualifications:

The recruitment process is clear. It is good to see that people who use services sit on the interview panel, are they involved in selection? Entry requirements are clear and concise. Is there a consideration of an alternative and inclusive route if applicants have a lower degree classification or do not have a degree? What support mechanisms are there for students who may not have been in formal education for some time? Please also ensure Admissions process are set out clearly for self-funded applicants and how their practice learning will be supported.

Good to see the process for recognition of prior learning is available. Do ensure this is clearly detailed at Gateway 3.  

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