Curriculum Information

Document Version

QAA Benchmarks

Educational Aim

Learning Outcomes

Course Structure

Level 7 Modules

Teaching and Assessment

Learning and Teaching Methods

Employer Engagement

Tutors (practising clinicians in the field) 

As tutors are themselves immersed in clinical practice, and able to feed their experience directly into the forum. During module delivery, tutors are encouraged to identify opportunities for content enhancement, including emerging evidence, peer-reviewed literature, and case-based learning scenarios. Structured tutor feedback forms at the start of each module and post-module content reviews enable formal reporting of suggested updates to programme directors. Approved enhancements are incorporated into subsequent module iterations to ensure curriculum currency and responsiveness. 

Means of Assessment

Assessment across the programme is designed to align with module learning outcomes and the expectations of Level 7 study, in accordance with the QAA Master’s Degree Characteristics Statement, the Frameworks for Higher Education Qualifications, the Credit and Qualifications Framework for Wales, the QAA Quality Code and the Quality Assessment for Higher Education in Wales. Assessment methods evaluate students’ critical awareness, professional responsibility, ethical practice, reflective capability, and ability to apply evidence-based knowledge within professional contexts. 

The assessment structure remains consistent across all taught modules, enabling students to develop familiarity and confidence with the assessment process while progressively strengthening their academic and professional skills throughout the programme. Each 20-credit module comprises four assessment components: an academic forum (40%), reflective journal (10%), module activity (20%), and online examination (30%). While the assessment format remains stable, the complexity of engagement, criticality, independence, and application deepens incrementally from Modules 1-6. 

The academic forum and reflective journal are formative and summative in nature, requiring sustained engagement throughout each module. Through case-based discussions, students critically appraise literature, apply evidence to authentic professional scenarios, and engage in peer and tutor-led debate. Tutors provide ongoing formative feedback, challenge assumptions, and encourage deeper critical analysis, supporting the development of reflective practice, academic integrity, and evidence-based decision-making. 

Module activities vary across the programme to support the development of a broad range of transferable and work-based skills. Assignments may include scientific posters, peer reviews, educational resources, presentations, or collaborative projects, enabling students to develop communication, leadership, research, teamwork, and problem-solving capabilities relevant to professional practice. 

The end-of-module examination provides a summative assessment of knowledge application and clinical reasoning through timed single best answer questions aligned to professional examination standards. 

Learning Support

Induction 

All students are enrolled on a Study Skills orientation module which serves as their induction in the week preceding the start of the course. This module provides the students with an entire week of induction and resources. Representatives from the Learna Student Services Department are available throughout the induction week to answer queries and problems as they arise and provide proactive support before the course commences. 

Students can also access the module throughout the entire course as an essential reference guide. 

Key areas include: 

• Welcome to the programme and Team 

• Introduction to online learning, navigation of the learning platform 

• Elements of assessment  

• Library training  

• Key skills for the programme including - referencing, critical appraisal, reflective practice, levels of evidence, how to write scientifically and academic misconduct 

• Student support services and wellbeing provision 

• Problem solving activities to engage the new students  

• Question and answer sessions 

Learner Analytics 

Student engagement, participation and academic progress is  monitored throughout the course by the Student Services and Tutor Support Teams via Moodle’s analytics dashboard, providing real-time insights into attendance, participation and engagement with online learning materials. Designated student engagement officers enable the early identification of students who may benefit from additional support or intervention. 

Office hours 

9am-5pm Monday to Friday for office support with the learning platform; however, tutors are contactable over weekends as well as during the week. 

Student Services also offers an appointment booking service. Students can schedule a call to discuss any queries throughout their time on the course. This flexible approach supports inclusivity and flexibility and enables international students in different time zones to have direct contact with the Student Services Team at a time convenient to them. 

Tutorials 

One tutor provides learning guidance for 10-20 students. They are available for academic support and are contactable via Moodle. The tutor's role is to facilitate students’ learning rather than to provide didactic teaching. The tutor will stimulate the students to pursue appropriate lines of academic inquiry in the Academic Forum and provide direction to ensure the module learning outcomes are met. 

Seminars 

The Academic Forum is the discussion board where a large proportion of the learning and assessment for each module takes place. It is a seminar environment where the tutor and student group engage in critical appraisal and discussion of the topic area. These provide students with the opportunity to engage actively with their peers and tutors, deepening their problem-solving skills and demonstrating community of practice. 

Formative Assessment 

All Academic Forum contributions are assessed, however there is emphasis in the early modules on detailed feedback, helping students to understand expectations and improve their approach to academic discourse. As the programme progresses, the focus gradually shifts from skill acquisition to demonstrating mastery in content-rich discussions. 

Progress meetings 

Student Services Officers monitor each student’s participation in the learning platform, providing encouragement and guidance to help them keep up with the pace of their studies and will contact them if they fall behind. The team also provide student participation reports, which are sent to students regularly (on a weekly basis throughout their first module) to help keep them on track. 

Online Resources and Digital Support 

The online resources for students include: 

• An online Study Skills preparation week, with continued access to it throughout the course for revision purposes.  

• Access to USW’s online library facilities including training in digital literacy and academic software.  

• The Learna Library resource provides online reading resources, multi-media content and links to search engines and databases including EBSCO Medline. 

• Weekly reading lists on the Moodle website provide students with direct links to recommended reading material that can be accessed throughout the course. 

• A WhatsApp social channel, overseen by the Student Services Team, provides an informal area for students to converse. 

Library Services 

Students have full access to the USW Library and IT department which offers an extensive digital collection, including a range of databases. Subject librarians deliver tailored research skills sessions and one-to-one support.  

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Students have access to Findit, which locates online resources.  

Together with introductory sessions embedded in the Study Skills orientation module, the library offers an online study guide to introduce students to the services and support it provides. A 24/7 online chat facility enables students to seek support and book one-to-one appointments. 

Learner Development Services 

The Learner Development Service delivers academic-skills workshops and individual tutorials covering writing, referencing, data analysis, and presentation skills. Support is available online.? 

https://www.southwales.ac.uk/services/learner-development-service/? 

Advice Zone 

For the full duration of the course, students have full access to the University of South Wales Advice Zone and a designated in-house Student Services Team (from Learna). 

The range and availability of Learna’s Student Services is as follows: 

1. Student Services Officers monitor students' participation in the learning platform, providing encouragement and guidance to help them keep up with the pace of their studies and will contact them if they fall behind. 

1. Students can book calls with their Student Services Officer. Student Services can also contact the Teaching Services Team, which will work with the tutor to encourage and guide specific students through direct messaging. 

1. The Student Services Team has developed a knowledge base resource which answers many frequently asked questions and is fully accessible via a link on Moodle for the duration of the course. 

1. The Student Services Team provides 9am - 5 pm office hours by telephone throughout the course (including between module breaks). Students can also book out-of-hours calls via an acuity service to accommodate international students' differing time zones. 

1. Email enquiries via a ticketing system ‘freshdesk’ are responded to within the times set by Learna, with an aim to reply to students within 2 working days. 

For academic queries, students can message their tutors in several ways. They can ask queries via their tutor group on the Academic Forum, or they can privately message their tutor on Moodle at any time for one-to-one academic support.  

Students complete feedback surveys at the end of every module, the results of which are collated by the quality team and assessed internally. They also contribute to continuous monitoring reports for USW. Where feedback leads to change, this is reported on the ‘Student Voice’ section on Moodle in a ‘You said, we did’ area so that the students get direct responses to any feedback that brings forth change.? 

Disability Advice Team 

In all cases of disability, the Learna Student Services Team will work with the student on an individual basis. 

The Disability Service provides a confidential and professional service where students can discuss individual requirements relating to disability. This includes students with physical, sensory, mental health or unseen disabilities, specific learning difficulties (e.g., dyslexia) or neurodiversity. Advice and support are available for all students who have additional learning needs or require reasonable adjustments to be made. Students are encouraged to discuss additional needs or support with personal tutors and the Course Leader.??? 

https://disability.southwales.ac.uk/ 

Mental Wellbeing 

The Wellbeing Service offers counselling, mental-health advice, workshops, and self-help resources. Staff work closely with academic teams to provide appropriate support and crisis response.? 

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https://www.southwales.ac.uk/current-students/advice-zone/a-z/support-for-students-at-usw/ 

Progression Advice Team 

The Student Services Team?works with students to identify areas of academic concern, for example, decisions about transferring courses, changing study modes, or taking temporary withdrawal, and can advise on available options and suggest a holistic support plan. 

Careers Service 

Students on the course are already in active employment. 

Course Exit Points

Progression Route

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. 

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

English Requirements: 

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

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

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

1. 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) 

1. English GCSE grade C or above 

1. 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 

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

1. 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 

1. 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 

1. 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).  

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

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

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

1. English Medium of Instruction (EMI) 

1. 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