Application for Full Approval: Programme Specification

Transcription

1 Application for Full Approval: Programme Specification Note that the information contained in the final approved version of this programme specification will be published by the University at 1 of Programme BA (top up) Health & Social Care 2 Award (e.g. BA, FdSc) BA 3 Teaching institution Grimsby Institute of Further & Higher Education 4 Awarding institution The University of Hull 5 Mode of Study (full or part-time) Full-time or part-time 6 Duration (total number of years) One year (full-time); Two years (part-time) 7 Number of weeks per academic year 8 Location of delivery 9 Accrediting Professional / Statutory Body (if applicable) 30 Grimsby Institute of Further & Higher Education: Main site N/A 10 UCAS Code (if applicable) N/A Successful completion of: 240 credits at level 4 and 5 e.g. Foundation Degree in a relevant subject area or an equivalent level 5 professional/non-professional qualification. Bridging Unit is mandatory for all students who have not successfully completed a level 5 research module. 11 Entry requirements International Admissions The Institute recognises a wide range of entry qualifications as being equivalent to A level standard; if students hold a qualification not listed above please contact the HE Manager for Admissions and Administration for further guidance on +44 (0) International students must evidence they possess a satisfactory command of English language in terms of reading, writing, listening and are expected to have achieved B2 on the Common European Framework of Reference for Language (CEFR), as defined by the UK Border Agency.

2 12 Degree classification weighting (Honours degrees only) Diploma stage 0% Post Diploma stage (if applicable) 0% Honours stage 100% 13 Aims of the programme and distinctive features/fit with existing provision AIMS: To provide a viable top-up programme supporting a range of careers related to health and social care To equip students to develop academic skills and knowledge to progress in terms of career and/or post-graduate education; To further develop the application of key, transferable, intellectual and interpersonal skills congruent with continuous professional development; To equip students to develop a range of autonomous study skills which will support their educational and professional development DISTINCTIVE FEATURES/FIT WITH EXISTING PROVISION: This programme aims to provide a natural progression for a number of existing students on health and social care related programmes e.g. FdA Social Care, FdSc Mental Health, FdSc Hospital & Health Care and FdA Rehabilitation. Furthermore, it will also provide an opportunity for those who have previously achieved a level 5 professional/nonprofessional qualification in the field of health or social care. Thus this proposed top up builds upon previously delivered and existing programmes and facilitates the promotion of lifelong learning. Moreover the programme is concurrent with the University of Hull s Corporate plan ( ) which identifies as a key priority, strategic direction, focussed upon partnership working and the continuation of positive partnerships with FE providers as well as the priorities of GIFHE and the Faculty of Care, Humanities & Science in relation to widening participation. 14 I Intended Learning Outcomes QAA Subject Benchmark Statements for Health Studies 2008 Knowledge and understanding

3 Knowledge and understanding of: A1. The complex and varied influences on and determinants of, health inequalities and social exclusion (K2; K13; U3.2.11) A2. Links between legislation, policy and practice in relation to health & social care (K3.2.2) A3. The significance and importance of each of the key stages of a research project including different study setting and designs (K3; S7; K3.2.7; S4.3.3) A4. The complex and diverse nature of healthcare systems in terms of delivery of care; structural, organisational and individual experiences; and the effective management of such systems (K12; S1; S5). A5. The role of public health and health professionals in the prevention of illness and disease (K1, K4; K5; K8; S2) Teaching and learning methods/ strategies: Lectures, seminars, workshops, student led discussions, directed learning tasks, preparing for and delivering presentations, debates. Assessment: Examinations, essays, personal learning logs, preparation of a research proposal, dissertation. A6. The importance and effectiveness of leadership through personal reflection and critical judgement (K9, 5.1.2h) A7. The role and function of project/change management in the context of health & social care and the stages and process of project/change cycle. (5.1.4d, 5.1.4g, 5.1.5d, 5.5.4b, 5.5.4d) II Intellectual skills

4 Be able to: B1. Recognise the relationship between theory and practice in the context of health and social care (5.5.3a; S4) B2. Synthesise knowledge and sustain reasoned arguments through collation & critical analysis of information from a wide range of sources (5.5.3e; S6 S3) B3. Produce reasoned arguments, justifying conclusions and recommendations (S7; S4.3.3) B4. Reflect upon skills and knowledge in the context of developing life-long learning (5.8.1b; S5) Teaching and learning methods/ strategies: Lectures, seminars, workshops, student led discussions, directed learning tasks, preparing for and delivering presentations, debates. Assessment Examinations, essays, personal learning logs, preparation of a research proposal, dissertation. B5. Analyse a variety of contexts within Health and Social Care, by identifying the differences between and within healthcare systems (5.1.2c; S1) III Practical/Professional skills Be able to: C1. Conduct academic work with minimal supervision, demonstrating self management of time and resources working independently and as a member of a group (4.4.2; 5.8.1a; T8) C2. Present scholarly work using appropriate formats and conventions ( 5.6.1g; 4.4.1; T3) C3. Search for, critically review and succinctly summarise relevant health and social care literature (5.5.2a; 5.6.1i) C4. Participate in academic debate, advancing own opinions and ideas supported by reference to appropriate source information both verbally and in writing (4.3.1; 5.5.3b; 5.5.3b) Teaching and learning methods/ strategies: Lectures, seminars, workshops, student led discussions, directed learning tasks, preparing for and delivering presentations, debates. Assessment Examinations, essays, personal learning logs, preparation of a research proposal, dissertation. C5 Collate and analyse quantitative and qualitative data from a range of sources (4.3.3; T10) C6. Demonstrate ethical awareness in relation to independent study and principles of health & social care practice (5.1.3d) IV Transferable skills Be able to: Teaching and learning methods/

5 D1. Demonstrate advocacy skills that promote diversity, and recognise issues that may impinge upon the rights and needs of others in terms of their health and social wellbeing. (5.6.1h; 5.7.1g; T9) D2. Communicate effectively through various media in a clear and articulate manner (5.6.1k; T1) D3. Demonstrate the ability to work effectively and efficiently both in small peer groups and independently (4.4.3;T4) strategies: Lectures, seminars, workshops, student led discussions, directed learning tasks, preparing for and delivering presentations, debates. Assessment Examinations, essays, personal learning logs, preparation of a research proposal, dissertation. D4. Reflect on & critically manage own learning by seeking and making use of constructive feedback (5.8.1h; T12) D5. Use ICT to store, retrieve & produce materials which reflect appropriate academic & ethical standards (4.4.5; T11) 15 Programme structure Long Thin Modules (Semester 1&2) NEW Research & Dissertation C 40 6 Semester 1 modules Leadership C 20 6 NEW Applied Psychology of Health C 20 6 Semester 2 modules Wellness and Prevention C 20 6 Project Management C 20 6 Part time Route Year 1; Semester 1 Leadership C 20 6

6 Part time Year 2; Semester 2 Project Management C 20 6 Part time Year 2. Long Thin Module; Semester 1&2 NEW Research & Dissertation C 40 6 Part time year 2; Semester 1 New Applied Psychology of Health C 20 6 Part time Year 2; Semester 2 Wellness and Prevention C 20 6 Consultations have been made with the following professionals: Saffron Karlsen. Senior Research Fellow and Coeditor of Ethnicity and Health. University College London. Suki Desai, Senior Lecturer in Social Work University of Hull. 16 References used in designing the programme James Mercer, Health Tutor, University of Hull Jeanette Griffin, North East Lincolnshire Care Trust Plus. The following additional resources have also been utilised: The Quality Assurance Agency for Higher Education 2008 Subject Benchmark Statement for Health Studies The Quality Assurance Agency for Higher Education Subject Bench Mark Statements

7 for Social Policy and administration and social work. This top-up programme will follow the quality assurance standards of the Grimsby Institute of Further and Higher Education and the University of Hull. The development of the programme has been supported by professionals within the health and social care sector and student demand, QAA benchmark and consultation with the University of Hull. Consultation has also been made with the academics named above. 17 Indicators of quality and standards Indicators of quality and standards will be: External examiner reports Approval of assessment and examination papers by the link faculty tutor and external examiner Student feedback (on programme and exit questionnaires) Student feedback (module evaluations) Student representatives in Staff/Student Committee meetings (1 meeting per semester) Peer observation of teaching Internal moderation of assessment Board of Examiners Regular programme meetings Joint Board of studies Annual staff appraisal Staff development programme Annual Monitoring Report The needs of disabled learners are taken into account in the design of all learning programmes at GIFHE. 18 Particular support for learning Students will be screened at induction to identify those with individual learning support needs.the Institute has well - established procedures in place to support all identified students through the application and assessments for the Disabled Students' Allowance to secure any specialist equipment or tuition which is required. 19 Methods for evaluating and improving the quality of learning Assessment of programme and module learning outcomes will be designed to observe the acquisition of knowledge rather than the personal demonstration of practical skills where the latter might present a potential barrier to disabled learners. Students will also be invited in for advice and support through the DSA procedure All students will have the opportunity to comment on the quality of the learning experience on each module. Staff will also be expected to complete module evaluations for each module that they deliver. This feedback should be analysed by the

8 20 Other sources of information about this programme module leader and the results fed into the annual course report Course leaders and module leaders should give consideration to modification to improve the delivery of any module and this should be recorded in the course report and carried forward to the awarding HEI for minor or major modifications as appropriate. GIFHE policy requires that all teaching staff should be observed delivering learning at least annually. Teaching and learning that does not reach the minimum expected standard will result in an action plan agreed between the line manager and the member of staff. Student satisfaction is measured by student surveys (SPOC) on larger courses; on the smaller courses student opinion may be gathered by other survey means. Student representatives are invited to course team meetings and additionally have the opportunity to raise items with the course leader at individual meetings outside the course team The programme will feature on the GIFHE website, in the student handbook and via other promotional materials and events including careers fairs. 21 Fds only: Articulation Route N/A