fdsc health & social care practice course ......nursing (all areas) theatre radiography...

$: FdSc HEALTH & SOCIAL CARE PRACTICE COURSE ......Nursing (all areas) Theatre Radiography Physiotherapy Biomedical Care Homes Drug and/or Alcohol Abuse Centres GP Practice S:\Modularity\Documentation$
FdSc HEALTH & SOCIAL CARE

PRACTICE

COURSE HANDBOOK

ACADEMIC YEAR 2018/19

CONTENTS

Page

WELCOME TO YOUR COURSE 1

MEET THE COURSE TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED! 2

THE FdSc HEALTH & SOCIAL CARE PRACTICE AIMS – WHAT WILL YOU LEARN? 3

WHAT SHOULD I BE ABLE TO DO AT THE END OF MY COURSE? 4

WHAT WILL I LEARN IN THE FIRST YEAR? 7

FIRST YEAR MODULES 8

FIRST YEAR TIMETABLE 9

WHAT WILL I LEARN IN THE SECOND YEAR? 10

SECOND YEAR MODULES 11

SECOND YEAR TIMETABLE 12

WHO DO I CONTACT IF I NEED SUPPORT? 13

HOW WILL I LEARN? 14

YOU WILL ALSO LEARN FROM FEEDBACK FROM ASSESSMENTS 15

VIRTUAL LEARNING ENVIRONMENT – E@T 16

HOW WILL I BE ASSESSED? 17

ASSESSMENT SCHEDULE 18

ASSESSMENT REGULATIONS 19

HOW DO I FEED BACK MY VIEWS ON THE COURSE? 20

AND FINALLY, A FEW LAST WORDS FROM STUDENTS 21

DISCLAIMER 22

Wanting to be an Associate Practitioner (Agenda for Change Band 4) means

that you care about service to the patient, have a caring and inquisitive nature,

you love problem-solving, you question things and you enjoy a challenge.

At Teesside University we have designed an innovative and interesting course

to help you reach your goal and like all Teesside University graduates become

confident, critical and creative, articulate, adaptable and aspiring.

WELCOME TO YOUR COURSE

On behalf of the course team we would like to welcome you the

Foundation Degree (FdSc) Health & Social Care Practice. As you

take your first steps on this two-year course run by Teesside

University in partnership with local National Health Service (NHS) and

social care employers we hope that you will find this course

enjoyable, rewarding and a challenging prospect!

This Course Handbook is designed to give you specific information

relevant to your course which we hope you will find useful throughout

your studies.

You will also receive a Module Guide for each specific module

detailed in the timetable which will give you useful information

specifically for that module.

This handbook should be looked at in conjunction with the Student

Essential Guide: http://sohsc.tees.ac.uk/sites/handbook/ which

provides important information relevant to all students in the School of

Health & Social Care (SOHSC) and the University Student Handbook:

http://www.tees.ac.uk/studenthandbook/

You’ll find that we’re keen to help you to make the most

of your time here. This handbook is intended to give

you an overall idea of what to expect from your

programme, especially your first year.

Any questions, please just ask one of your tutors or

you may find some answers and reassurance in the

quotations from former students on the course which

can be seen in the speech bubbles such as this one

above.

1

“Don’t be scared, there is

support every step of the

way and you can do it!”

Year 2 Student

Welcome to the FdSc Health & Social Care

Practice!

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©TU-SOHSC (2018)

http://sohsc.tees.ac.uk/sites/handbook/

http://www.tees.ac.uk/studenthandbook/

MEET THE PROGRAMME TEAM – WE ARE ALL HERE TO HELP YOU SUCCEED!

Paula Shirley

Senior Lecturer

01642 738341

[email protected]

Mary Dunning

Senior Lecturer

01642 384944

[email protected]

Clare Marron

Senior Lecturer

01642 384140

[email protected]

Mary Nesbitt

Senior Lecturer

01642 384905

[email protected]

2

Christine Brown

Senior Lecturer

01642 384486

[email protected]


©TU-SOHSC (2018)

Graham Jones

Senior Lecturer

01642 738755

[email protected]

Vicki Russell

Senior Lecturer

01642 384904

[email protected]

Fiona MacGregor

Lecturer/Senior Lecturer

01642 384100 ext. 5196

[email protected]

Peter Brown

Senior Lecturer

01642 384960

[email protected]

mailto:[email protected]









The course aspires to enable you to undertake a journey of

personal and professional development in a supportive student-

centred environment. It will enhance your capacity and

capability in practice, helping you achieve your full potential at

work. Furthermore, the course will provide opportunities for you

to continue your professional development by enabling you to

identify and plan for your future learning needs.

The NHS and Social Care Sectors are undergoing great

change, therefore it is important for you and your employer

that you maintain your skills and knowledge adopting a

flexible approach to practice. Technologies and available

knowledge change constantly and service users’

expectations and demands for more effective services have

a great impact; you will need to be flexible and adapt to

change and this is why the FdSc aims to develop your

commitment to lifelong learning.

“I initially only wanted to do the course to

progress onto my nurse training and saw it

as a bit of a stepping stone, however one

year in, I can honestly say I have learned a

lot and my practice has improved because

of it”

3

THE FdSc HEALTH & SOCIAL CARE

PRACTICE COURSE

AIM – WHAT YOU WILL LEARN

The overall aims of the course are to:

• Develop the student’s ability to be an efficient, effective, safe

and motivated practitioner within the workplace/practice

setting in the context of their role within health and social

care.

• Develop the student’s ability to work autonomously within a

multidisciplinary team.


©TU-SOHSC (2018)

In terms of your knowledge and

understanding you should be able to:

Critically analyse ideas, concepts and

frameworks associated with holistic

perspectives of health and social care within

a range of contexts.

Critically analyse and apply the ethical and

legal considerations and constraints specific

to your field of practice.

Demonstrate a detailed knowledge of

scientific principles associated with your

field of practice.

Critically analyse the impact of local,

national and international evidence-based

practice influences on health and social

care provision and the development of

health and social care in the UK.

Critically analyse the determinants of health

and wellbeing and approaches to health

improvement and wellbeing within your field

of practice.

Demonstrate a detailed knowledge of the

guidelines for the safeguarding of

individuals.

In terms of your cognitive and

intellectual development, you should be

able to:

Critically analyse, interpret and apply

data/evidence from a variety of sources

that informs your field of practice.

Critically analyse information and

experience in order to become a reflective

practitioner within a person-centred

approach.

Demonstrate intellectual flexibility and

openness to new ideas in order to continue

to strive to enhance and improve practice.

Utilise an evidence-based approach to

employ balanced, logical and supported

arguments to rationalise your decision-

making within your scope of practice.

The learning outcomes of the FdSc Health &

Social Care Practice course are listed here.

Please share these with your line manager.

WHAT SHOULD I BE ABLE TO DO BY THE END OF MY COURSE?

“For me the course has

so far done a great job

in improving my time

management and my

search and retrieval

skills”

“Always believe in your

abilities, seek guidance from

your tutor in time of need, as

they will guide you to reach

your goal. I did!”

“Introduction to Anatomy

and Pathophysiology helped

me understand patient’s

conditions holistically,

recognising deterioration

and how one system effects

the other”

“I’m a much more reflective

practitioner”

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In terms of your practical and professional skills you

should be able to:

Apply safe and effective practice within an agreed scope

of practice and range of environments associated with

your field of practice.

Facilitate the effective delivery of holistic care using a

person-centred approach.

Assist in the evaluation of health and social care practice

and contribute to decision-making processes.

Act with increasing autonomy and direction within defined

guidelines.

Facilitate the health improvement and protection of the

health and safety and wellbeing of others.

Critically analyse own values, beliefs and assumptions

and those of others to promote value-based practice.

Act in accordance with the legal, professional, ethical and

procedural boundaries of your role.

Maintain appropriate relationships to facilitate

collaborative working across a wide range of teams and

agencies.

Apply risk assessment and management knowledge and

skills to promote and ensure safety.

In terms of skills that can be transferred to

many different kinds of careers you should be

able to:

Adopt a range of roles within a team and

contribute to the effective working of the team.

Reflect upon and apply core interpersonal skills to

your field of practice.

Participate in quality assurance/governance

strategies used to evaluate practice and promote

service improvement.

Reflect systematically on performance and

implement strategies to promote self-awareness

and Continuing Professional Development.

Use a range of information technology relevant to

your field of practice and personal learning and

development.

Communicate information, advice, instruction and

profession-specific knowledge effectively to others.

YOU SHOULD ALSO BE ABLE TO DO THESE BY THE END OF THE COURSE

“I have developed not just on a

professional level but on a personal one,

thanks to this course”


©TU-SOHSC (2018)

)

6

COURSE ROUTES

The course offers two routes through the two practice modules: in Year 1 through Foundations of Practice and in Year 2

through Orientations of Practice.

• Competency Route – where you work with and be observed by your Practice Mentor to achieve your practice

competencies.

• The Non-competency Route – where you will be working as a lone worker without direct supervision, but you will be

allocated a Practice Supervisor who will have three meetings with you to discuss the evidence required from practice

experience.

Within the course you will be taught with a variety of students from other disciplines within health and social care, such

as:

Nursing (all areas) Theatre Radiography Physiotherapy Biomedical Care Homes

Drug and/or Alcohol Abuse Centres GP Practice


©TU-SOHSC (2018)

WHAT WILL I LEARN IN THE FIRST YEAR?

The first year is at Level 4 Higher Education (HE), and most students recruited will have gained their previous knowledge and skills

through work-based learning and qualifications. The course recognises the need for a range of support mechanisms to allow you to

take the step into HE, and the learning environment from the beginning of the course is conducive to good study habits where you are

given time and the opportunity to reflect on your learning and progress. A fundamental feature of the learning approach is dialogue

within the classroom which is actively encouraged. You will be provided with an Academic/Personal Tutor and Practice/Work-based

Mentor in addition to the module tutors and team detailed on the previous page.

The first year of the course supports the development of your academic and study skills with a module entitled Learning to Learn: An

Introduction to Academic Study Skills (see next page for details of attendance). The academic year is 28 weeks long (excluding

Christmas and Easter breaks).

.

Foundations of Practice

(FDS1027-N)

(60 credits)

Learning to Learn: An Introduction to Academic Study Skills

(FDS1043-N)

(10 credits)

Introduction to Anatomy and

Pathophysiology (AHH1070-N)

(20 credits)

Specialist Module

(30 credits)

On successful completion of Level 4 (the first year) you will have gained the required 120 credits by passing the modules above and

detailed next.


©TU-SOHSC (2018)

FIRST YEAR MODULES

Learning to Learn: An Introduction to Academic

Study Skills FDS1043-N (10 credits)

A 20-week module delivered across Term 1 and the

majority of Term 2 which will provide you with all the

tools necessary to succeed. Module Leader is

Paula Shirley

Introduction to Anatomy and Pathophysiology

AHH1070-N (20 credits)

A 14 week module taught in Term 1 in which you will learn about the

normal body systems, how they interact and what happens during certain

disease processes. Module Leader is Graham Jones.

Foundations of Practice

FDS1027-N (60 credits)

A 28-week module which spans the whole academic year. This is a

work-based module in which you will follow and complete a series of both

generic and specific competencies within the workplace, supported by a

Practice Mentor from your area of work and an Academic Tutor from

within the Foundations Studies team.

You will produce a portfolio which will contain all competencies in

addition to a number of pieces of written Essential Evidence. Module

Leader is Christine Brown.

Specialist Module

(30 credits)

The specialist module is dependant upon your area of work and these

will be confirmed at the beginning of the academic year. Most of the

specialist modules are delivered in Term 2.

However, there are some exceptions such as theatre and radiography

which commence in Term 1. Your trust will be aware of these and your

required attendance before the commencement of the course.

“Don’t worry about feeling anxious,

everyone will be feeling the same.

All the staff in the FD team are there

for you, encouraging and supporting

you all the way. Good luck and

enjoy!”


©TU-SOHSC (2018)

Level 4

Year 1

9

FIRST YEAR TIMETABLE

(This is only an example and the timetable may be subject to change

regarding time allocations).

9.00am – 12noon 1.00pm -2.00pm 2.15pm – 5.15pm

Term 1

Weeks 1 -14

Foundations of

Practice

(Core module)

Learning to Learn:

An Introduction to

Academic Study

Skills

(Core Module)

Introduction to

Anatomy and

Pathophysiology

(Core Module)

Term 2

Weeks 15 – 20

Specialist Option

Module

Learning to Learn:

An Introduction to

Academic Study

Skills

(Core Module)

Foundations of

Practice

(Core Module)

Term 3

Weeks 21 - 28

Specialist Option

Module

Self-Directed

Study

Foundations of

Practice

(Core Module)


©TU-SOHSC (2018)

WHAT WILL I LEARN IN THE SECOND YEAR ?

The second year is at Level 5 Higher Education and builds on the knowledge and skills gained from Year 1, enabling you to explore and

develop lines of enquiry. You will be taught how to, and encouraged to think and write more analytically, how to recognise good quality

evidence and to use this evidence within your academic writing.

As with the first year, classroom discussion is encouraged. However to reflect working at a higher level of education, teaching and assessment

strategies will challenge your developing mind of enquiry. You will continue to be supported usually by the same Academic Tutor/Personal

Tutor and Practice/Work-based Mentor that you were assigned in Year 1, in addition to the module tutors and team detailed earlier in this

handbook.

On successful completion of Level 5 you’ll have gained another 120

credits by passing the modules listed on this page. You will then have

240 credits in total and will be awarded the FdSc Health & Social Care

Practice. You will be invited to the University’s Graduation Ceremony.

Orientations of Practice

(FDS2004-N)

(60 credits)

Understanding Evidence-based Practice

(RMH2030-N)

(20 credits)

For 20 weeks only

Specialist module(s)

(40 credits)


©TU-SOHSC (2018)

SECOND YEAR MODULES

Understanding Evidence-based Practice

RMH2030-N (20 credits)

A 20-week long module which will concentrate on

examining what constitutes good quality data. Module

Leader is Vicki Russell.

Orientations of Practice

FDS2004-N (60 credits)

A 28-week module which spans the whole academic year. This

is a work-based module in which you will follow and complete a

series of both generic and specific competencies within the

workplace supported by a Practice Mentor and Academic Tutor

within the University.

You will produce a portfolio which will contain all competencies in

addition to a number of pieces of written Essential Evidence.

Module Leader is Mary Nesbitt.

Specialist Module(s)

(40 credits)

Dependant upon your area of work expertise you will be able

to choose one from a number of option modules.

There is also an option to study a Negotiated Learning

module if there are no modules available which suit your

work environment.

As with the first year, some specialist modules may run on a

different day.

“In the beginning I was so

nervous that I didn’t have the

ability to finish the first year,

however I managed to complete

the second year and it has given

me confidence to continue with

further studies and I feel so

proud of what I have achieved.”


©TU-SOHSC (2018)

Level 5

Year 2

12

SECOND YEAR TIMETABLE(This is only an example as the timetable may be subject to change regarding times

allocations)

9.00am –

11.00am

11.30am –

1.30pm

2.30pm –

4.30pm

Term 1

Weeks 1 – 14

Evidence

Based Practice

(Core Module)

Orientations of

Practice

(Core Module)

Specialist

Option Module

Term 2

Weeks 15 – 20

Evidence

Based Practice

(Core Module)

Orientations of

Practice

(Core Module)

Specialist

Option Module

Term 2

Weeks 21 – 28

Self-Directed

Study

Orientations of

Practice

(Core Module)

Specialist

Option Module


©TU-SOHSC (2018)

WHO DO I CONTACT IF I NEED SUPPORT?

Academic Support

If you are experiencing difficulty coping

with the material in any module, please

explain the problem to the Module Leader.

It is primarily the module team’s

responsibility to deal with these difficulties.

If you can’t resolve the problem in this way,

then you can approach the Course Leader.

Your Academic/Personal Tutor is also

here to offer pastoral support with any

issues happening in your personal life

which may impact on your ability to

study. It may be worth making a note of

their contact details here:

Academic/Personal Tutor is:…………..

Contact details are:………………………

Further University Support

The Learning Hub

Found on the ground floor of the Library on

the Teesside Campus, this offers support

with academic skills: http://lis.tees.ac.uk/

Within the school there is a

Disability Co-ordinator.

Name: Sally Stapley

Contact: [email protected]

Room H1.26. Telephone x2566“When your tutors say they

are happy to help, they

actually mean it!”

13

Attendance

A record of your attendance is kept and

patterns monitored. If you are going to be sick

or absent for any reason(s) you need to notify

student records at SOHSC-Student Absence

email: [email protected]

You should also inform your Manager in the

workplace, following your workplace

procedure.

Course Leader Details

Name…………………………………..

Contact…………………………………


©TU-SOHSC (2018)

http://lis.tees.ac.uk/



HOW WILL I LEARN?

Lectures and Briefings

Lectures and briefings are used to impart knowledge to larger groups. These tend to be tutor-led and aim to inform, inspire and engage.But don’t expect just to sit and listen! These typesof sessions are not passive and include note-taking, question and answers and/or small groupdebate activities. They are usually illustrated by awide range of media.

Individual Tutorials by

Appointment

Individual tutorials take

place with one student

discussing their work or

their general progress

and pastoral situation

with one member of

staff.

Group Tutorials by

Appointment

Group tutorials consist

of small groups of

students and a tutor

discussing

individual student’s

project work or team

efforts. These are

interactive and are

intended to promote the

exchange of ideas,

thought showers,

analytical skills and

feedback on project

work. Group tutorials

normally occur at regular

intervals during the

course of a project.

Seminars

Seminars enable structured discussion andanalysis to take place between groups of students and a tutor.

Seminars are interactive and they facilitatethe free exchange of ideas through which youlearn the process of argument and reason.At times you may be asked to present a short, researched talk on a particular subject after which the group will discuss the matters raised.

“Embrace this tremendous

opportunity and if you really

want to succeed, YOU WILL. All

the help and support you need

is available to you. If I can do it

at 58 years old, it suggests that

the lecturers can even teach an

old dog new tricks!”

Presentations

The confidence and skills required to give effective presentations are acquired over the whole duration of your course. These skills areuseful in many walks of life and contribute greatly to the usefulness of your degree inmany areas of employment.

“I wasn’t fully aware of the depth

of the number of e-resources

and LibGuides available to me

until starting this course.”

Independent Learning

This is a very importantpart of the courseparticularly in Year 2. Your success will depend onyour ability to develop theskills that will enable you to learn independently, using

your own initiative andresourcefulness to achieve your goals.

“The academic year is like

climbing a steep hill, but once

you achieve the summit, the

view is spectacular!”


©TU-SOHSC (2018)

Throughout your studies you will receive feedback from tutors that will be in a variety of forms. It is important that you receive and respond to feedback. The following hints and tips were produced by the Students’ Union.

Feedback feeds learning. Feedback is not simply something you receive after your assessments have taken place but is a continuous part of the learning experience and comes in many forms.

All opinions count. Feedback can come from many different people including: Module Leaders, tutors, fellow students, employers or you can even give feedback to yourself through reflection. All can be valuable to you.

Feedback has different forms. These include: written comments about your work, verbal comments from your tutors, discussion with peers inside and outside of the classroom and electronic feedback.

Help feedback to work for you. Use your feedback to develop knowledge about yourself; your strengths and weaknesses.

Open your mind to feedback. Try not to focus on the mark, look at the feedback too. If you didn’t get 100% then there is room for improvement; the feedback will show you where you need to improve. If you are disappointed with your mark give yourself some time before you look at your feedback, but don’t ignore this. If you don’t know where you went wrong you will make the same mistake again.

Accept praise. Don’t be afraid or embarrassed to acknowledge your successes. Don’t look back in anger. Try not to take negative feedback personally. Constructive

criticism is there to help you improve your performance. It should never be destructive criticism; if you feel it is please contact the Course Leader.

Make a negative positive. If you are unhappy with your mark go and see someone on the teaching team for more feedback. If you have to resubmit, discussing your feedback with the tutor will help make sure that you don’t make the same mistakes.

Don’t hesitate, just ask! All of the teaching time are here to help you, don’t be afraid to come and talk to us, that’s what we are here for.

YOU WILL ALSO LEARN FROM FEEDBACK FROM

ASSESSMENTS “Use the support you have

around you. It sometimes

feels like you are the only one

struggling but in reality you’re

not. You will only struggle for

as long as you allow yourself

to. Ask your friends and

tutors if you feel lost. The

best support I had were the

people doing the course with

me”.


©TU-SOHSC (2018)

It is therefore important that

you actively engage in the

use of the e@t

environment. You’ll

be expected check for

postings on a regular basis.

e@te@t is the University’s

Virtual Learning

Environment (VLE),

accessed through the

internet:

https://eat.tees.ac.uk

You’ll be introduced to

e@t early in your first

academic year. It will be

used during your course

in various ways; for

example keeping you in

touch with the course

and module information,

online discussions, wikis,

blogs, useful links, online

assessment and also copies

of module briefs/handbooks

will be held there.


©TU-SOHSC (2018)

https://eat.tees.ac.uk/

HOW WILL I BE ASSESSED?

Deadlines for Assessment

As adult learners it is your responsibility to attend examinations

and to submit work for assessment as required; usually online.

You may apply for an extension to your submission date of up to

seven days through your Module Leader but will need a valid

reason to support this request.

Where an extension has not been approved, in course

assessment work submitted late will receive a maximum mark of

40% provided it is submitted within seven calendar days of the

published deadline. Where an extension has not been approved

in-course assessment work submitted more than seven calendar

days AFTER the published deadline will not be marked. Please

ensure that all assessments are submitted on or before the hand-

in date; be prepared and allow yourself plenty of time to complete

the assessment.

In some personal circumstances you may not be able to meet

assessment deadlines. If this happens, please contact your

Module Leader, Academic/Personal Tutor or Course Leader for

advice and support. Further information can be found in the

Student Essential Guide or within this handbook.

You will encounter a number of different

assessment methods as you progress

through the course. The assessments

cover a wide range, from exams to

assignments and many others in between

but the pass mark for all is 40%.

There are two main classes of assessment:

Formative and Summative.

Formative assessment is used to aid your

learning. This is where you are set an

assignment or activity, that receives either a

mark or some feedback but does not count

towards the final module mark.

17

With summative assessments the

mark counts towards the final module

grade.


©TU-SOHSC (2018)

ASSESSMENT SCHEDULE

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Learning to Learn

Foundations of

Practice

Anatomy &

Pathophysiology

Introduction to

Health & Social

Care Practice **

Understanding

Evidence-based

Practice

Orientations of

PracticeX

xDeveloping Health

& Social Care

Practice**

Core modules are illustrated for Year 1 and Year 2.

Modules marked ** are an example of a specialist module. Assessment schedules vary for

specialist modules; please see specific Module Guide for details of assessment schedule.


©TU-SOHSC (2018)

ASSESSMENT REGULATIONS

.

External Examining

Students often ask questions about how we know that their degree is broadly of the same standard as

degrees awarded for similar courses by other universities. In the UK we have a system called External

Examining which is one of several ways that we confirm that standards are met. An External Examiner is

generally an experienced lecturer from another University/Higher Education Institution, who offers an

independent view as to whether the work of students on the course is of the correct standard. The External

Examiner does this by looking at a sample of work (e.g. assignments, exam answers, dissertations),

discussing the work with your lecturers and normally attending the assessment boards to endorse results.

They then produce an annual report which highlights any good practice they have seen and allows them to

report any concerns they may have. They also confirm in their Report that academic standards and

achievement are comparable with the UK Higher Education sector. The External Examiners’ reports are

made available to students via the ‘courses’ tab in e-vision and are also considered annually at relevant

Course Boards.

“Feeling stressed and anxious is normal,

we have all been there”

19

Regulations

The FdSc Health & Social Care Practice operates in

accordance with the University Regulations for

foundation degree students.


©TU-SOHSC (2018)

The main External Examiner for your course is Julie Holland and they

work at the University of Chester. Sometimes, your modules may

have a different External Examiner and your Module Leader can

provide details on request.

Please note that students are not permitted to contact External

Examiners directly and External Examiners will not respond to any

communication from individual students. If you have any concerns

about your course then please speak to your Course Leader.”

HOW DO I FEED BACK MY

VIEWS ON THE COURSE?

. You Said/We Did

You said.

“Lessons where patients come in to talk to us were

really interesting and we learned a lot. Can we have

more please?”

Action: We will continue to access relevant service

users to enhance the student experience where it is

felt appropriate to do so.

You said:

In the second year towards the end of the year, can

we have more self-directed study to enable us to

spend time in the Library working on our

assessments?”

Action: For both first and second years the timetables

have been written to incorporate more self-directed

study prior to the submission of assessments where

this is practicable. We recognise that our students are

work-based learners and have limited Library time in

their day release from work, therefore this change will

help greatly.

.The Student Essential Guide gives information about how we

seek and value your feedback about your course.


The School of Health & Social Care (SOHSC) relies on student feedback as a

key method of assuring and enhancing the quality of its learning and teaching.

Your feedback is very important to us and we will invite you to give constructive

feedback on your learning experiences both formally and informally at various

points in your course of study, for example by evaluating University teaching

during and at the end of each academic year and in some instances at the end of

a module.

Evaluation is usually online and can take the form of a SOHSC evaluation and/or

participation in the annual National Student Survey (NSS). As a result of

evaluations both in house and nationally, actions have and will be taken to

improve the quality of the course and student satisfaction; both of which are

extremely important to us. Please participate in the NSS at the end of your

course and tell us what we can do better or simply what we have done well!


©TU-SOHSC (2018)


And finally, a few last words from

FdSc Health & Social Care

Practice students….

“Don’t waste time, get on with

your studies. This course opens

up a whole new way of thinking

and brings new found confidence

and friends!!”

“Try and enjoy the whole

experience – the two years go

over so quickly.”

“Being a mature student, the

confidence I have gained

following this course is

unbelievable, age is not a barrier,

I now feel anything is possible to

achieve.”

“Staff are approachable across all

avenues – if you do not wish to

speak in person, then don’t be

afraid to email them!”


©TU-SOHSC (2018)

Good Luck!

DISCLAIMER

The information contained in this handbook is, as far as

possible, accurate and up to date at the time of printing.

The express permission of Teesside University must be

obtained to reproduce any, or all of this

publication, other than for personal use or for those

purposes permitted by law.


©TU-SOHSC (2018)

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