Course Handbook

Advanced Certificate in Perioperative Care

2020-21

Tracey Williams (Course Leader)

School of Sport and Health Sciences

Please read this Handbook in conjunction with the University’s Student Handbook.

All course materials, including lecture notes and other additional materials related to

your course and provided to you, whether electronically or in hard copy, as part of

your study, are the property of (or licensed to) UCLan and MUST not be distributed,

sold, published, made available to others or copied other than for your personal study

use unless you have gained written permission to do so from the Dean of School.

This applies to the materials in their entirety and to any part of the materials.

Contents

1 Welcome to the Course

2 Structure of the Course

3 Approaches to teaching and learning

4 Student Support

5 Assessment

6 Classification of Awards

7 Student Feedback

8 Appendices

8.1 Programme Specification(s)

1. Welcome to the course

Welcome to the University of Central Lancashire and in particular, the School of Sport and

Health Sciences. Your course is managed through The Acute and Critical Care Division and

you will shortly meet, and get to know, the staff who will teach you. This handbook is

relevant to all students undertaking the Advanced Certificate in Operating Department

Practice and contains information that will assist you in completing your course.

Your course is a busy programme of study and normally completed over 1 year. As part-

time students early planning for your studies is vital in recognition of your work and family

commitments. The course might seem complicated or overwhelming at first glance, but

don’t panic! This course handbook is designed to help you get started and to find your way

through your course by the most direct route. The course and module leader and module

teams are here to help you, they will keep you focused and provide information, guidance

and help at the appropriate times in the course.

The course will be regularly reviewed by the University and the Course Management Team

to ensure that it meets the needs and demands of current practice. Your views are important

and you will be asked to take part in course review and evaluation in different ways. If you

have any points that you wish to raise regarding the course at any point, please refer to your

course leader who will ensure that your views are directed to the appropriate person or

committee.

Best Wishes,

Tracey Williams

Course Leader AC Perioperative Care

1.1 Rationale, aims and learning outcomes of the course

Perioperative care is a busy and changing field and there is a need for practitioners who are

knowledgeable, skilled and adaptable. This course has been developed in partnership with

clinicians in the operating department and with reference to appropriate professional

organisations and the most up to date and relevant practice documents, reports and

frameworks. It will be regularly reviewed by the University and the Course Management

Team to ensure that it meets the needs and demands of current practice.

The aim of the Advanced Certificate in Perioperative Care is to develop skilled and

knowledgeable practitioners who have specialised to practice in either anaesthetics, surgery

or post-operative care. If you have opted for the former route you will develop the necessary

competencies to assist the anaesthetist in providing safe care for the patient undergoing

general or regional anaesthesia. If you have opted for the surgical route, the programme will

enable to work as a scrub practitioner, assisting the surgeon in a variety of surgical

specialties. If you have opted for the post-anaesthetic route you will develop the skills and

knowledge required to safely care for patients in the immediate post-operative period,

following a variety of anaesthetic and surgical procedures.

The aims for this course can be found in the Programme Specifications (appendix 8.1, 8.2

and 8.3).

On successful completion of the course you will achieved all the individual module learning

outcomes from a clinical (where relevant) and theoretical perspective. Collectively the

modules build depth and breadth to your learning and development, leading to achievement

of the course learning outcomes. The course will encourage you to become a ‘lifelong’

learner, who is eager to continue to learn and promote health care values and contribute to

the development of evidence based practice and effective clinical outcomes. The objectives

for this course can be found in the Programme Specifications (appendix 8.1, 8.2 and 8.3).

1.2 Course Team

Each course has a designated Course Leader. The course leader provides academic

leadership and is responsible for the effective operation of the course. Your Course Leader

is Tracey Williams

The course content is ‘packaged’ into modules and each module has a named person who is

responsible for the delivery and management of the module. The table below tells you who is

who and provides contact details, also giving you some ideas about the individual interests

and backgrounds of the team. You will also find that staff teach across modules and

wherever possible, staff with specific and specialised interests will take part in the modules.

Access to academic staff

The course team compromises of the following personnel (see list below) and are here to

support your learning activities. You should always in the first instance contact those staff

directly involved in the delivery of your programme for any queries.

1.3 Expertise of staff

Name Particular interests and background

Mike Donnellon mdonnellon@uclan.ac.uk 01772 893613

Greenbank 216

• Mike is Link Lecturer at Blackpool, Teaching Hospitals NHS Foundation Trust where he also undertakes clinical practice. Also Link Lecturer at Euxton Hall Hospital

• Particular interest in Anaesthesia and Airway Management and he has published and presented in this area

• His current research is leadership and management in the perioperative environment

He is a member of the CODP Education and Standards

Committee and is a registered ODP with the Health and Care

Professions Council

Elaine Hill eashill@uclan.ac.uk 01772 893609

Greenbank 223

• Elaine is the Link Lecturer for the operating department at Lancashire Teaching Hospitals NHS Foundation Trust, Gisburn Abbey Park Hospital and Fulwood Hall Hospital

• She holds an Honorary Contract at Lancashire Teaching Hospitals NHS Foundation Trust where she still undertakes clinical practice

• Particular interests are Human Factors and Simulation She is a registered ODP with the Health and Care Professions

Council and a registered nurse with the Nursing and Midwifery

Council

Mike Huntington mjhuntington1@uclan.ac. uk 01772 893626

Greenbank 220

•Mike is the Link Lecturer for East Lancashire Hospitals NHS Trust

•Particular interest in Patient Safety within the perioperative environment

•Continues to work in clinical practice at Blackpool Teaching Hospitals NHS Foundation Trust

•Is a registered ODP with the Health and Care Professions Council

•He is a member of the Association for Perioperative Practice

Guy Mcclelland gmcclelland@uclan.ac.uk 01772 893632

Greenbank 216

•Guy is the Link Lecturer for Wrightington, Wigan and Leigh NHS Foundation Trust and Southport and Ormskirk NHS Trust.

•Particular interest in Human Factors and Non-Technical Skills in the perioperative environment

• Is a registered ODP with the Health and Care Professions Council

•He is a member of CODP and the Association for Perioperative

Practice

Tracey Williams twilliams@uclan.ac.uk 01772 893694

Greenbank 213

•Tracey is the Link Lecturer for the University Hospitals of

Morecambe Bay NHS Foundation Trust, covering Lancaster, Barrow-in-Furness and Kendal.

•She holds an Honorary Contract at the Royal Lancaster Infirmary

•Particular interests are in scrub and recovery practices, standards of practice and mentorship

•She is the vice president for the Association for Perioperative Practice

• She is a registrant member of the HCPC fitness to practice panel

•She is a registered ODP with the Health and Care Professions Council and a registered nurse and registered nurse teacher with registered nurse with the Nursing and Midwifery Council

• She is a fellow of the Higher Education Academy

1.4 Academic Advisor

You will be assigned an Academic Advisor who will provide additional academic advice and support during the year. They will be the first point of call for many of the questions that you might have during the year. Your Academic Advisor will be able to help you with personal development, including developing skills in self-awareness, reflection and action planning providing insight and direction to enable you to realise your potential.

1.5 Administration details

Campus Admin Services provides academic administration support for students and

staff and are located in the following hubs which open from 8.45am until 5.15pm

Monday to Thursday and until 4.00pm on Fridays. The hub can provide general assistance

and advice regarding specific processes such as extenuating circumstances, extensions and

appeals.

Brook Building

Community, Health and Midwifery

Nursing

Sport and Health Sciences

Social Work, Care and Community

telephone: 01772 891992/891993

email: BrookHub@uclan.ac.uk

1.6 Communication

The University expects you to use your UCLan email address and

check regularly for messages from staff. If you send us email

messages from other addresses they risk being filtered out as

potential spam and discarded unread.

As well as using e-mail, a variety of methods may be used to

communicate with you such as post, e-learn or text messaging. Thus it is important that you

inform the hub of any changes of address or mobile phone number so that records can be

updated. This is your responsibility and we cannot be held responsible for communication

failures if you have not informed us of relevant changes. Please allow for staff commitments

such as annual leave; however we will endeavour to respond within three working days.

E-learn

E-learn is the term used to refer to a password protected aspect of the UCLAN website. Only

students enrolled on e-learn modules have access to the e-learn site. You will be shown

how to access this site. It is essential that you study the material on the e-learn site and

access this site weekly.

Student participation and responsibilities in e-learning

1. "Attendance" and “presence” are required for this module. You should acknowledge

that the study time for this module, in line with recognised standards, is 200 hours. In

addition to routine access to materials you are expected to access the materials at least

twice per week and are expected to contribute to the discussion at that time. Simply

saying "hello" or "I agree" is not considered a substantive contribution.

2. You will enhance the quality of your success on this module by participation in

asynchronous discussion

3. You are expected to use good "netiquette" at all times, this includes

➢ Checking the discussion frequently and responding appropriately and on subject

➢ Focusing on one subject per message and using pertinent subject titles

➢ Capitalising words only to highlight a point or for titles - Capitalising otherwise is

generally viewed as shouting

➢ Being professional and careful with your online interaction

➢ Citing all quotes, references and sources

➢ When posting a long message, it is generally considered courteous to warn readers at

the beginning of the message that it is a lengthy post.

➢ It is considered extremely rude to forward someone else's message without their

permission

➢ It is fine to use humour, but use it carefully. The absence of face-to-face cues can cause

humour to be misinterpreted as criticism or flaming (angry, antagonistic criticism). Feel

free to use emoticons such as :) or ;) to let others know you are being humorous

1.7 External Examiner

The University has appointed an External Examiner to your course who helps to ensure that

the standards of your course are comparable to those provided at other higher education

institutions in the UK. The name of this person, their position and home institution can be

found below. If you wish to make contact with your External Examiner, you should do this

through your Course Leader The School will send a sample of student coursework to the

external examiner(s) for external moderation purposes, once it has been marked and

internally moderated by the course tutors. The sample will include work awarded the highest

and lowest marks and awarded marks in the middle range.

The External Examiner for the Course is Claire Lewsey, Programme Lead, Glasgow

Caledonian University. Reports may be accessed via the Course Leader.

2. Structure of the course

2.1 Overall structure

The programme is run over two semesters with two modules being studied

concurrently

Semester one and two – all students will take NU3197 principles of safe perioperative

management

Semester one and two – students will study

either

NU3632 care of the anaesthetised patient

Or

NU3645 care of the intraoperative patient

2.2 Modules available

Each module is a self-contained block of learning with defined aims, learning outcomes and

assessment. A standard module is worth 20 credits. It equates to the learning activity

expected from one sixth of a full-time undergraduate year. Modules may be developed as

half or double modules with credit allocated up to a maximum of 120 credits per module.

See appendices 8.2, 8.3, 8.4 for module descriptors

2.3 Course requirements

Both modules must be passed. NU3197 is the foundation module NU3632 is applicable for practitioners wishing to work with the anaesthetist and contains a competency schedule which is assessed in clinical practice and must be passed. NU3645 is applicable for

practitioners wishing to work with the surgeon and contains a competency schedule which is assessed in clinical practice and must be passed.

2.4 Module Registration Options

Discussions about your progression through the course normally take place in February

each year. It is an opportunity for you to make plans for your study over the next academic

year. The course team will tell you about the various modules / combinations available and

you will both agree on the most appropriate (and legal) course of study for you.

2.5 Study Time

2.5.1 Weekly timetable

A timetable will be available once you have enrolled on the programme, through the student

portal.

2.5.2 Expected hours of study

20 credits is a standard module size and equals 200 notional learning hours The module descriptors indicate how study will be facilitated. You will need a mentor in practice to support and assess your clinical competencies. The normal amount of work involved in achieving a successful outcome to your studies is

to study 10 hours per each credit you need to achieve – this includes attendance at UCLan

and time spent in private study.

A balanced approach to teaching and learning and assessment in theory and practice is

achieved through supporting and guiding you in the development of a structured approach to

help you achieve the course outcomes. Each module is designed to encompass

approximately 200 hours of learning. Modules have between 36 and 45 hours of contact or

attendance time. Therefore University attendance for module sessions is a small component

of your total learning.

Theoretical Learning:

This is a complex activity requiring work and effort on the part of student, lecturer and your

lead assessor. Theoretical learning comprises:

Class attendance

Personal Development Planning (PDP)

Directed study

Private (personal) study

Assignment work

Reflection in action and upon action

Discussion and debate

Course learning and assessment profile

Class contact time with a lecturer is a minimum of 3 hrs per day or a maximum of 6 hrs per

day dependent upon subject matter and learning approach. As each day is made up of 7.5

hours allocated theoretical or clinical activity, you can consider that when at University, you

should allocate from 2.5 - 4.5 hrs per day for the planned or free study period available. You

are advised to use your University time as much as possible as the library is open 24/7. If

you do not use your University time effectively, you will need to plan extra study time in the

evenings at home.

Practice Learning:

This is an infinitely more complex, subtle and effective activity requiring active commitment on the part of student, lecturer and practice mentor. Practice learning supports:

• Insights into the nature of nursing in a specialist field and the related goals of nursing activity

• The development of a broader range of nursing activity and skills

• Application of key principles and becoming more skilled in comparing and contrasting similarities and differences in practice

• Consideration of holistic practice and experiencing themselves as professional carers and nurses

• Evidence of applying knowledge in practice

• Evidence of being critical of personal actions in practice

• A deepening of knowledge

• The need for deeper explanations and integration of course concepts

• Application of theory to practice in order to reflect upon cares issues and processes and conscious beginning of evaluation in practice

• Development of patterns in their nursing knowledge and establishing firm connections between theory and clinical practice.

• A broader range of communication skills throughout the module at a progressively higher level.

Practice learning will actively require diverse evidence collection, formative and summative assessment processes, clinical supervision, mentorship and the development of resource networks. Effective clinical learning demonstrates the integration of theory and practice in the classroom setting and the practice arena.

Practice Breakdown

Specific breakdown of this activity cannot be exact, however to support the development of learning, evidence and your portfolio (where relevant) you must identify the range and amount of practice learning activity needed.

Practice Placements

Practice placements enable students to compare and contrast service delivery in a variety of

settings and support achievement of learning goals. In addition spending time with members

of other professional groups increases the understanding of the interface between and roles

of members of the multi-agency team. The critical care team believe that undertaking such

activity provides and exposes students a wealth of learning experiences.

During the course students should negotiate time to undertake this type of practice learning

activity and it is recommended that students spend a minimum of 5 learning experiences

in this type of activity over the course. To maximise the learning experiences students

are required to arrange this activity. The activity must assist the student in meeting the

course learning outcomes and students are required to produce learning outcomes for each

visit / placement and write a report for inclusion as evidence for mentors

2.5.3 Attendance Requirements You are required to attend all timetabled learning activities for each module. Notification of illness or exceptional requests for leave of absence must be made to: the course leader Tracey Williams You are required to attend all timetabled learning activities for each

module. Notification of illness or exceptional requests for leave of

absence must be made to the Head of School or nominee (usually the

module leader). Unauthorised absence is not acceptable and may attract academic penalties

and/or other penalties.

We expect 100% attendance at University, however, we realise that this may be a problem

due to sickness or unavoidable personal issues. University attendance is monitored and a

report is submitted to your clinical manager. At the start of each lesson you will sign a

register. If you are sick and decide not to come in to University, you must inform the Module

Leader and your Clinical Manager. Students are recommended to identify a 'buddy' who will

collect information / hand-outs from sessions you may miss.

Some programmes may monitor attendance using the Student Attendance Monitoring

System (SAM). However it is important to note that each time you are asked to enter your

details on SAM you must remember that the University has a responsibility to keep

information up to date and that you must only enter your own details on the system. To enter

any other names would result in inaccurate records and be dishonest. Any student who is

found to make false entries can be disciplined under the UCLan Regulations for the Conduct

of Students.

https://www.uclan.ac.uk/information/services/sss/quality/files/aqasu_student_regs.pdf

If you miss 20% or more of the classroom sessions, you will need to submit additional work

to demonstrate to the module leader that you have kept up to date with module

sessions/content.

If you have not gained the required authorisation for leave of absence, do not respond to

communications from the University and if you are absent for four weeks or more, you may

be deemed to have withdrawn from the course. If this is the case, then the date of

withdrawal will be recorded as the last day of attendance.

Each time you sign the class register you must remember that the University has a

responsibility to keep information up to date and that you must only enter your own

signature on the register. To enter any other names would result in inaccurate records and

be dishonest. Any student who is found to make false entries can be disciplined under the

student guide to regulations.

3. Approaches to teaching and learning

3.1 Expertise of staff

All the team are qualified perioperative practitioners holding either a registered operating

department practitioner qualification or a registered nurse and theatre practice qualification.

The team are also members of the associated professional bodies, advise on fitness to

practise and write national standards for perioperative practice.

3.2 Learning and teaching methods

The University has an established learning and teaching strategy that influences and shapes the delivery of the course. ‘Learning’ comes first in the title of this strategy to show its importance in the daily activity of the University. Lecturing and clinical staff will help you to learn. Entering into a new area of knowledge requires you to learn. Looking this up in a thesaurus ‘learn’ can be replaced with: ‘Study’ – ‘be taught’, ‘be trained’, ’become skilled at’, ‘gain knowledge of’. Equally the word ‘find-out’ instead of ‘learn’ reflects a more personal approach – ‘discover’, ‘realise’, ‘gather’, ‘understand’. You will learn through interacting with lecturers and clinical staff, attending lectures and training sessions, but also through personal development – you will ‘find out’. Bringing learning to the forefront of what we the lecturers and clinical staff and you the students do facilitates a mutually supportive learning relationship.

You should not only learn, you should discover how you learn best. The curriculum has been designed to offer you, and to facilitate your development of, a range of learning experiences from which you can continue to learn well and independently. This will equip you to be a lifelong, independent learner. There is, however, little point in doing this if you cannot apply your learning and this requires the use of a range of thinking skills. The number of thinking skills needed to apply learning greatly exceeds the number needed just to learn. Therefore, the course will facilitate you to develop both your capacity and performance in thinking as well as in learning. Such approaches in the University will include reflection, critical reading, problem based learning activities, directed study, lectures, discussion groups, and group and team working. You will be given a learning and assessment framework with information and forms to help you plan your development and learning. 3.3 Study skills

Study Skills - ‘Ask Your Librarian’ https://www.uclan.ac.uk/students/support/study/it_library_trainer.php You can book a one to one session with a subject Librarian via Starfish. These sessions will help with questions such as

“My lecturer says I need a wider variety of sources in my references, what do I do?" "I need to find research articles, where do I start?" "How do I find the Journal of ...?" "How do I use RefWorks?”

In order to help you fulfil your true potential in your academic studies we have devised a Personal Development Planning (PDP) programme that supports the module content throughout the course. Personal Development Planning aims to develop your Information Technology skills i.e. word processing skills, information retrieval skills, internet, Blackboard and emailing skills. PDP activities will also prepare you for your assessments i.e. theoretical study skills sessions will include essay writing, preparation for examinations. Additional help with study skills can be accessed through WISER http://www.uclan.ac.uk/students/wiser/index.php

3.4 Learning resources

3.4.1 Learning and Information Services (LIS)

The best place to start when exploring the Library resources available to you is; • Your ‘Subject Guide’ can be found in the Library Resources • Your ‘My Library’ tab in the Student Portal

• Library search • Your module reading list – this can be found in your electronic module space.

Extensive resources are available to support your studies provided by LIS – library and IT staff visit http://www.uclan.ac.uk/students/library/getting_started.php. Take advantage of the free training sessions designed to enable you to gain all the skills you need for your research and study.

The Learning and information services (LIS) offer many services to students. There are books, journals, study areas and access to PC workstations. The Online University Network provides you with onsite and remote (offsite) accesss to the internet, word-processing and other software applications, e-journals, e-books, e-databases, email, webmail, and Blackboard etc. Detailed information about the full range of services available can be found on their web pages http://www.uclan.ac.uk/students/it_library.php Full access to the Library is available to all Students of UCLan with a valid Corporate Card. You will need a Corporate Card to enter and borrow books from the library and to log on to the Network. Therefore it is important that you apply for your Corporate Card as soon as possible. To apply for your UCLan Corporate Card you need to bring the following to the ISS Registration and Printer Support desk, based on the 3rd floor of the Library Building.

• an official document with your signature such as Passport, Driving Licence, Bank Card

• UCLan green enrolment form

Corporate Cards can normally be created while you wait and are valid for use within 24 hours. It is important that you keep your Corporate Card safe and with you at all times.

3.4.2 Electronic Resources

LIS provide access to a huge range of electronic resources – e-journals and databases, e-books, images and texts. Module Leaders will also upload relevant links / policy documents on the module Blackboard site.

Accessing the Network

Your network ID and Password

Your UCLan Network ID is printed on your University Corporate Card. Your ID to login to the UCLan Network is the same as the first part of your UCLan email address e.g. EAPresley. The default password for new accounts on the UCLan Network is the 14 digit barcode number printed on the card. You will be prompted to change your password when you login.

Email

You are given an e-mail address once you enrol with the library. Your university library identification number can be found on the reverse of your library card. Your initial(s) and surname (and a number if you have more than one person registered with the same initials and surname e.g. EAPresley2) @uclan.ac.uk will make up your University e-mail address. Your course leader will contact you via this address and you should check it regularly.

Blackboard (new name for eLearn)

Using Blackboard

Blackboard is the brand name for the on-line Virtual Learning Environment (VLE) that UCLan has implemented to support and enhance teaching and learning. You can access Blackboard via the university homepage by clicking on the student tab

Blackboard is the brand name for the University’s on-line Managed Learning Environment (MLE) to support and enhance teaching and learning. All University students have been allocated an area known as their Blackboard module space. Once logged into your Blackboard area you can access all of the modules listed under your name.

Passwords

Some of the LLRS services require additional passwords for access such as Athens, Blackboard, Webmail, and study skills. Information about accessing these services, initial access codes and setting up your passwords can be found at:

http://www.uclan.ac.uk/students/it/passwords.php

Remote or Offsite Access

‘Remote Access’ is a University I.T. system that allows users to remotely access the University network over the Internet. Remote access is accessible almost 24 hours a day, with only a 10 minute break at 4 am every morning to restart the servers. Details on accessing remote services can be found at http://www.uclan.ac.uk/students/it/access_from_home.php

PC Workstations

You can access computers on the University campus, computer terminals can be found in:

o The main library building o The Cyber Cafe in Greenbank building o Harrington Building o Computer laboratories throughout the campus

There are many useful information sheets and booklets available in the library which will guide you through the library and its services. Please log onto http://www.uclan.ac.uk/students/library/nursing_guide.php to look at guides and resources for the School of Health. If you need to contact a librarian Mike Hargreaves is the health and nursing specialist. He can be contacted on 01772 892308 or via email: mhargreaves@uclan.ac.uk

3.5 Personal development planning

Personal Development Planning (PDP) is a process designed to assist you to get the most from your time at University. It is intended to provide you with a structured and supported process through which you can reflect on your learning, performance and/or achievements and plan for your personal, educational and career development. By becoming actively involved in PDP you can improve your capacity to understand what and how you are learning, and how to review, plan and take responsibility for your own learning and future development.

Personal Development Planning

PDP provides an opportunity for you to develop your capacity for learning by encouraging an on-going cycle of:

• self-reflection on why and how you are learning

• identification of your ‘next steps’ through target setting and action planning

• monitoring and recording of your academic learning, personal development, your

skills development and career management.

For example, you should Reflect, Action Plan and Record your Progress for each module

that you take, this may include consideration of clinical experience and clinical skills

associated with the module. You may also be achieving skills or may have gained awards

outside of university, which should also be recorded.

The main benefits you will achieve by participating in the PDP process are that you will become more:

• self-aware, self-confident, reflective and self-directed in your learning

• able to plan and take responsibility for your own learning

• able to articulate personal goals and evaluate progress and achievement

• able to link your current learning to a wider context and to your future development.

Therefore by actively participating in PDP you will take control of your own learning and

personal development and you will find that you become increasingly able to work

autonomously through the development of critical self-awareness. Another important aspect

of PDP is that it integrates personal development with academic activity and helps you to

become more self-aware. It also helps you recognise value and further develop core skills

such as personal and interpersonal skills, problem solving and team working.

PDP Process PDP is an on-going process undertaken through each level of your course. What you need

to know about PDP activities included within your course will be outlined during the course

induction and at commencement of each subsequent academic year. Self-evaluation on

completion of modules and each year of your course will be integral to the process.

PDP Progress File

As part of PDP you should build a PDP Progress File, which contains records of your

progress and achievements during each module, each semester and year of the course. You

can collate a wide range of material for this file during your course as well as from

experiences outside the university, which contribute to your personal, academic and

professional development (e.g. voluntary work, awards, employment).

Content of Progress File

A range of suggested contents for this file are outlined below:

• Action Plans

• Reflective Logs

• Self-evaluations

• Notes from Personal Tutor meetings

• Records of Achievement: (Study and Key skills from use of Learning Resource and

Key skills Websites, Course - Marking Feedback Sheets, Learning Contracts and

Clinical Assessment Records, Personal Records, Wider personal achievements)

• Transcripts

• Course Handbook

• Module Pack/Handbook for each module undertaken

• Learning evidence e.g. handouts; reading list; literature search findings

• Learning notes

• Attendance-Sickness/Absence record

• Personal Curriculum Vitae

• Copy of references

• Job application

• Continuing Professional Development Plans

• Professional PDP requirements

At the end of your course you will have a complete Progress File which consists of an overall record of achievement including:

• a student transcript setting out details of your practice and academic learning. The

student transcript is generated by the university and will be provided for you at the

end of the course.

• a personal development record summarising your overall development, including

the skills and the qualities acquired during your course/unit plus goals for continuing

learning and professional development at the point of completion. It is your

responsibility, with the support of the personal tutor, to produce the personal

development record.

You will find your completed progress file useful for a range of additional purposes – for example, you can draw on it when you apply for jobs and you can use it as a building block for Continuing Professional Development and PDP within your current or future professional roles.

Support available for PDP

All students are offered information via the PDP website on the Student Office. General guidance is available from course staff and in particular personal tutors will provide support for your PDP activities. It is recommended that at your support sessions with your personal tutor that you take your PDP documents which will help provide a clear focus for discussion of your progress through the course.

Resources available on the School of Health PDP Website

A range of resources is available on the PDP Website and these include:

• Links to Study Skills and Key Skills

• Links to PDP Action Planning and Employability

• Professional Links

• Feedback Opportunity

• You can visit the PDP website on the Student Office - all you need to access this resource is your User Name and Password.

3.6 Preparing for your career

Your future is important to us, so to make sure that you achieve your full

potential whilst at university and beyond, your course has been designed

with employability learning integrated into it at every level. This is not extra

to your course, but an important part of it which will help you to show

employers just how valuable your course is. These “Employability

Essentials” take you on a journey of development that will help you to write your own

personal story of your time at university:

• To begin with, you will explore your identity, your likes and dislikes, the things that

are important to you and what you want to get out of life.

• Later, you will investigate a range of options including postgraduate study.

• You will then be ready to learn how to successfully tackle the recruitment process.

It’s your future: take charge of it!

Futures offer a range of support for you including:-

• career and employability advice and guidance

• access to work placements, internships, voluntary opportunities, part-time employment and live projects

• workshops, seminars, modules, certificates and events to develop your skills

• business start-up, freelance and self-employment advice

• the Futures Award, a University Certificate which formally recognises your employability and enterprise achievements whilst at UCLan.

Daily drop in service available from 09:00-17:00 for CV checks and initial careers information.

For more information come along and visit the team (in Foster building near the main entrance)

or access our careers and employability resources via the Student Portal.

4. Student Support

Information on the support available is at: https://www.uclan.ac.uk/students/

The ‘i’ is a central Student Information Centre and your first point of contact. You can obtain

information on a wide variety of topics including Council Tax Exemption Certificates, Bank and

Confirmation of Study Letters, Portable Financial Credits (continuing students only, Printing

and Printer Credit, UCLan Cards, the ‘i’ shop and UCLan Financial Support Bursary).

4.1 Academic Advisors

You will also be allocated an academic advisor (who will be the course leader). Your academic advisor is responsible for supporting you throughout the whole of your programme of study, facilitating personal and academic growth. You need to contact them in the first instance if you have any concerns/difficulties in relation to your course of study.

4.2 Students with disabilities

If you have a disability that may affect your studies, please either contact the Disability Advisory Service - disability@uclan.ac.uk - or let one of the course team know as soon as possible. With your agreement information will be passed on to the Disability Advisory Service. The University will make reasonable adjustments to accommodate your needs and to provide appropriate support for you to complete your study successfully. Where necessary, you will be asked for evidence to help identify appropriate adjustments.

4.3 Students’ Union

The Students’ Union offers thousands of volunteering opportunities ranging from representative to other leadership roles. We also advertise paid work and employ student staff on a variety of roles. You can find out more information on our website: http://www.uclansu.co.uk/

5. Assessment

5.1 Assessment Strategy

Please note that all modules will be assessed. You are expected to attempt all required assessments for each module for which you are registered, and to do so at the times scheduled unless authorised extensions, special arrangements for disability, or extenuating circumstances allow you to defer your assessment.

Assessments are important; they help to evaluate your learning. We believe in assessment for learning. http://sflip.excellencegateway.org.uk/pdf/4.2sflguidance_5.pdf.

At the start of each module you will receive assessment information that will provide details of the assessments. If you have more than one assignment for a module, you will find that the submission dates for assessments may be staggered. You should take careful note of when you are expected to submit work. Assessments must be submitted no later than the date on your assignment briefs. If you anticipate that you will have difficulty in meeting assessment deadlines or you have missed or are likely to miss in-semester tests you must report this to your module tutor at the earliest possible opportunity.

You are responsible for your course work. No one else can plan this for you although we will give you a structured approach to achieving set goals throughout the year. Please review the student’s guide to assessment:

http://www.uclan.ac.uk/information/services/ldu/files/GUIDE_TO_ASSESSMENT_LONG_new.pdf

Course assessment

A number of modules are assessed in both theory and practice. Theory assessment is by written assignments, presentations, oral viva and examinations. Clinical practice where applicable, will be assessed through a variety of methods (e.g. clinical competency schedule, Objective Structured Clinical Examination (OSCE) and/or the production of a supporting portfolio of evidence).

You will note in each module descriptor (see module handbooks) that all assessed elements must achieve a pass grade for the module to be successfully completed. For theoretical assignments the pass grade is 40%, all theoretical assessments are marked and moderated in accordance with the School Health theoretical marking criteria. Practice assessments receive a PASS or REFER statement dependent upon achievement of the assessment criteria. It is very important that you review the guidelines for assessment in the school handbook and understand your responsibilities in the assessment process.

Formative and summative assessment

Formative assessment allows you to review, reflect upon and discuss your progress. The formative session may turn into a tutorial, a learning opportunity, or it may result in an action plan. You may have as many opportunities for formative assessment as you need - you just

have to arrange them! You will note that in some modules, assignments will be handed in at different times. Earlier assignments are designed to provide formative feedback to you so that you can monitor your own progress. In practice, your mentor will assess you in a particular skill or competency. If you do not immediately reach the required standard, the assessment becomes a formative experience and you can reflect on your progress to date and try again. Once the required standard is achieved, your mentor will ‘sign you off’ as competent.

Summative assessment is a judgment of your achievement of the learning outcomes. Each module has a summative assessment strategy and you will be given detailed information at the start of each module. Summative assessment allows all students on the module to be assessed as fairly and equitably as possible. A date is set for achievement of summative assessment. It contributes to an overall achievement for an award.

5.1.1 Overview of Module Assessments

Module

code

Module name

Assessment type

NU3197 Principles of safe perioperative practice and management

Practical Assessment

NU3632 Care of the anaesthetised patient Examination and clinical portfolio

NU3645 Care of the intraoperative patient Written assignment & Clinical portfolio

5.2 Referencing

(APA) referencing system - http://www.apastyle.org/manual/index.aspx . You should always use the APA referencing system. This is explained in The School of Health Referencing Guide 2012/2013 available via Blackboard. The breeze presentation below shows you how to use ‘refworks’ to better manage referencing: http://breeze01.uclan.ac.uk/p5ss70burt3/

5.3 Confidential material

When you are engaged in courses that involve doing practice placements, documenting research and producing written work, you may be using very sensitive information. As a result you are required to always respect confidentiality, and to maintain the anonymity of individuals and organisations. There are both ethical and legal reasons for maintaining anonymity and confidentiality. In professional courses you will be developing your professional role and responsibilities, which you will require in practice settings in relation to anonymity and confidentiality of the patient/client group

The policy of maintaining anonymity and confidentiality applies to you whether you are an undergraduate or post graduate student. Remember anonymity and confidentiality are not the same thing! The British Medical Association (BMA) define the two as:

“Confidentiality: The principle of keeping secure and secret from others, information given by or about an individual in the course of a professional relationship.”

“Anonymised information: Information which does not, directly or indirectly identify the person to whom it relates.”

Further details relating to anonymity and confidentiality can be found in the School of Health Sciences Anonymity and Confidentiality Guidelines via the Student Office online.

5.4 Cheating, plagiarism, collusion or re-presentation

Please refer to the information included in section 6.6 of the University Student Handbook for

full definitions. The University uses an online Assessment Tool called Turnitin. A pseudo-

Turnitin assignment will be set up using the School space on Blackboard to allow students to

check as many drafts as the system allows before their final submission to the ‘official’

Turnitin assignment. Students are required to self-submit their own assignment on Turnitin

and will be given access to the Originality Reports arising from each submission. In

operating Turnitin, Schools must take steps to ensure that the University’s requirement for all

summative assessment to be marked anonymously is not undermined and therefore Turnitin

reports should either be anonymised or considered separately from marking. Turnitin may

also be used to assist with plagiarism detection and collusion, where there is suspicion about

individual piece(s) of work.

5.5 How do I know that my assessed work had been marked fairly?

Assessment is an integral part of the course. Module staff work closely together to design assessments, agree the marking criteria and approve final versions of assessments to ensure that these are appropriate. The criteria for assessment will be communicated to you clearly during the module teaching. All module staff engage in development and training in assessment, marking and feedback. Once the assessments have been completed the module team will discuss the assessment methods and marking criteria, prior to starting to mark, so that there is a common understanding of what is expected of students. All assessed modules have moderation built into the marking process. Moderation involves sampling students’ assessed work to make sure that the learning outcomes and agreed marking criteria have been interpreted and applied in the same way. This ensures that you and your fellow students are treated equitably and that the academic standards are applied consistently. During the marking process the module leader will co-ordinate moderation to ensure that at least 10% of assessed work (or a minimum of three pieces) has been reviewed by other markers and any concerns about consistency or accuracy addressed with the whole module team. Your work may or may not be part of this sample, but the processes for developing assessments and marking criteria as well as moderation mean that you can be confident that teaching staff are marking assessments to the same criteria. Module teams may then use feedback from moderation to improve clarity about the nature and purpose of future assessment, or to make changes if required. Modules are also moderated externally. The module leader will arrange for the external examiner to receive a sample of work for review and comment. External examiners cannot change individual grades but can act as ‘critical friends’ and confirm that marking standards are in line with other, similar courses in the sector. If, on reviewing the sample, external examiners feel that the marking criteria have not been applied consistently the work of the whole cohort will be reviewed.

6. Classification of Awards

The University publishes the principles underpinning the way in which awards and results are decided in Academic Regulations. Decisions about the overall classification of awards are made by Assessment Boards through the application of the academic and relevant course regulations.

7. Student Feedback

You can play an important part in the process of improving the quality of this course through the feedback you give. 7.1 Student Staff Liaison Committee meetings (SSLCs)

Details of the Protocol for the operation of SSLCs is included in section 8.2 of the University Student Handbook.

8. Appendices 8.1 Programme Specification(s

UNIVERSITY OF CENTRAL LANCASHIRE

Programme Specification

This Programme Specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

Sources of information on the programme can be found in Section 17

1. Awarding Institution / Body

University of Central Lancashire

2. Teaching Institution and Location of Delivery

University of Central Lancashire, Preston campus

3. University School/Centre

School of Sport and Health Sciences

4. External Accreditation

N/A

5. Title of Final Award

Advanced Certificate Perioperative Care (Anaesthetic) Or (Intraoperative)

6. Modes of Attendance offered

Part Time

7a UCAS Code N/A 7b. HECOS Code 100273 7. Relevant Subject Benchmarking

Group(s) N/A

8. Other external influences

Association of Anaesthetists of Great Britain and Ireland. (2010). The anaesthesia team. London: AAGBI. SPLINTS (Scrub Practitioner’s List of Non-Technical Skills). Care Quality Commission, NHS Outcomes Framework (Dec 2010), Equity and Excellence: Liberating the NHS (July 2010); QIPP work streams. Framework for Action on Interprofessional Education and Collaborative Practice (WHO 2010). Francis report (2013). Education Outcomes Framework (DH march 2013). NHS Knowledge and Skills Framework. NHS Constitution (2013).

9. Date of production/revision of this form

January 2019 / Revised May 2020

10. Aims of the Programme

• To develop the knowledge base required to safely practice as a qualified anaesthetic or surgical assistant.

• To develop the necessary clinical skills and competencies for assisting the anaesthetist or surgeon, and acting in the circulating role, across a variety of surgical specialties and patient age groups.

11. Learning Outcomes, Teaching, Learning and Assessment Methods

A. Knowledge and Understanding

A1. Organisation of care delivery and service provision in the perioperative environment. A2. Policies, guidelines and standards that contribute to the physical safety and psychological support of patients in the perioperative environment. A3. Perioperative staff roles and responsibilities. A4. Understanding of the non-technical skills required when working in interdisciplinary teams and with patients (e.g. communication, team-working, situational awareness). A5. Technical knowledge, skills and competencies that safeguard the perioperative patient.

Teaching and Learning Methods

Lectures Group work e.g. participation in debate, discussion, case studies, critical incident analysis. Reflective practice. eLearn/distance learning Use of clinical skills laboratories.

Assessment methods

Practical assessments, written examinations and assignments, production of formative assessments in class or through electronic discussion boards, reflections and case-based discussions. B. Subject-specific skills

For the AC Perioperative Care (Anaesthetic): Assisting the anaesthetist during induction, maintenance and emergence from anaesthesia to ensure safe patient management, including: B1. Assistance with airway management and artificial ventilation. B2. Commencing, maintaining and utilising haemodynamic monitoring. B3. Applying underpinning knowledge of anatomy and physiology to ensure patient safety. B4. Managing patients undergoing surgery using local and regional analgesia and conscious

sedation techniques. B5. Promoting normothermia during anaesthesia. B6. Demonstrating good non-technical skills (e.g. teamwork, communication) and organisational

abilities in relation to anaesthetic care delivery. For the AC Perioperative Care (Operative): working within the surgical team in the perioperative environment including: B7. Supporting the surgical team in the circulating practitioner role across a range of surgical

procedures. B8. Assisting the surgeon in the scrub practitioner across a range of surgical procedures. B9. Maintaining optimal operative conditions for adults and children e.g. ensuring safe

surgical skin preparation, safe management of swabs and surgical instruments. B10. Planning and organising operating sessions and co-ordinating clinical care delivery during operative procedures B11. Engaging in skilled communication (written and oral) and interpersonal interaction when

applied to operative practice B12. Demonstrating good team non-technical skills (e.g teamwork, communication) and organisational abilities in relation to operative care delivery. Teaching and Learning Methods

Lectures Group work e.g. participation in debate, discussion, case studies, critical incident analysis. Reflective practice.

eLearn/distance learning. Use of clinical skills laboratories and supervised clinical practice.

Assessment methods

Practical assessments, written examinations and assignments, production of formative assessments in class or through electronic discussion boards, reflections and case-based discussions, competency schedule.

C. Thinking Skills

C1. Application of research and the evidence base for perioperative practice. C2. Reflection and evaluation of perioperative care. C3. Critical analysis of perioperative practice. C4. Analysis and evaluation of clinical practice activity.

Teaching and Learning Methods

Lectures Group work e.g. participation in debate, discussion, case studies, critical incident analysis. Reflective practice. eLearn/distance learning Use of clinical skills laboratories

Assessment methods

Practical assessments, written examinations and assignments, production of formative assessments in class or through electronic discussion boards, reflections and case-based discussions, clinical skills laboratory sessions. D. Other skills relevant to employability and personal development

D1. Managing tasks and solving problems D2. Working inter-professionally D3. Self-awareness and self-management D4. Initiative and independence in the pursuit of knowledge and its application to perioperative

practice

Teaching and Learning Methods

Lectures Group work e.g. participation in debate, discussion, case studies, critical incident analysis. Reflective practice. eLearn/distance learning Use of clinical skills laboratories and supervised clinical practice

Assessment methods

Practical assessments, written examinations and assignments, production of formative assessments in class or through electronic discussion boards, reflections and case-based discussions, clinical skills laboratory sessions, competency schedule.

13. Programme Structures*

14. Awards and Credits*

Level Module Code

Module Title Credit rating

Level 6

NU3197 NU3632 NU3645

Compulsory Module for both pathways Principles of safe perioperative practice and management Compulsory module plus following module for anaesthetic pathway Care of the anaesthetised patient Compulsory module plus following module for intraoperative pathway Care of the intraoperative patient

20 20 20

Advanced Certificate Perioperative Care (anaesthetic) 40 credits at level 6 (must include NU3632) Advanced Certificate Perioperative Care (intraoperative) 40 credits at level 6 (must include NU3645)

15. Personal Development Planning

According to QAA (2009), Personal Development Planning (PDP) is:

• A structured process that is integral to higher level learning

• Concerned with learning in an holistic sense (academic and non-academic)

• Something done with guidance and support

• A process that involves reflection, creation of personal records, planning and monitoring progress towards achievement of personal objectives

• Intended to improve the capacity of the individual to communicate their learning to others who are interested in it (academic staff/ employers)

Reference Quality Assurance Agency for Higher Education (2009).Personal development planning: guidance for institutional policy and practice in higher education. Retrieved from http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/Personal-development-planning-guidance-for-institutional-policy-and-practice-in-higher-education.aspx PDP plays an influential role in this course by enabling you to engage in the process of personal and professional reflection in order to achieve not only the learning outcomes of this course but develop lifelong learning skills. This PDP process will assist with your personal development by enabling you to develop the ability to become more self- aware, by your identifying strengths and weaknesses to support your learning. By taking responsibility for your own development, you will become more confident in your ability to work alongside enhancing others and gain additional skills which will enhance problem solving and team working. As part of PDP you should build a PDP Progress File, which contains records of your progress and achievements during each module, each semester and year of the course. You can collate a wide range of material for this file during your course as well as from experiences outside the university, which contribute to your personal, academic and professional development (e.g. voluntary work, awards, employment).

16. Admissions criteria

Programme Specifications include minimum entry requirements, including academic qualifications,

together with appropriate experience and skills required for entry to study. These criteria may be

expressed as a range rather than a specific grade. Amendments to entry requirements may have been

made after these documents were published and you should consult the University’s website for the

most up to date information.

Students will be informed of their personal minimum entry criteria in their offer letter.

• Applicants (including those from overseas) must have a current professional registration with either the Nursing and Midwifery Council or the Health and Care Professions Council

• They must have worked within a clinical care setting appropriate to the outcome award for a minimum of six months, and be contracted to work for at least 18 hours per week

• They are required to be supported by their manager and may need to identify a clinical mentor for particular modules

• Provide at least one professional reference

• Applicants must be able to satisfy the course leader that they are suitable to engage with the programme

The Accreditation of Prior Learning (APL) is a process which enables people of all ages and backgrounds to receive recognition and formal credit for learning acquired in the past through formal study and through work and other life experiences. Due to the short nature of this course you will not be permitted to APL past learning experiences. 17. Key sources of information about the programme

• Course enquiries – School of Health Sciences. Telephone +44 (0)1772 892400 or email: cenquiries@uclan.ac.uk.

• On-line course information: http://www.uclan.ac.uk/courses/advcert_operating_department_practice_operative_practice.php

• Contact the course leader: Tracey Williams 01772 893694, email twilliams@uclan.ac.uk

27

18. Curriculum Skills Map

Please tick in the relevant boxes where individual Programme Learning Outcomes are being assessed

Level Module Code Module Title

Core (C), Compulsory (COMP) or Option (O)

Programme Learning Outcomes

Knowledge and understanding Subject-specific Skills Thinking Skills

Other skills relevant to

employability and personal development

A1 A2 A3 A4 A5 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12 C1 C2 C3 C4 D1 D2 D3 D4

LE

VE

L 6

NU3197

Principles of safe perioperative practice and management COMP ✓ ✓ ✓

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

NU3632

Care of the anaesthetised patient COMP ✓ ✓ ✓

✓ ✓

✓

✓

✓

✓ ✓

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

NU3645 Care of the intraoperative patient COMP ✓ ✓ ✓

✓

✓ ✓ ✓ ✓ ✓ ✓

✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓