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PROGRAMME QUALITY HANDBOOK

2017-18

FdSc Health and Social Care

Plymouth University Academic Partnerships Programme Quality Handbook UK of 65

Contents1. Welcome and Introduction to FdSc Health and Social Care......................................................32. Programme Specification..........................................................................................................43. Module Records......................................................................................................................28

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Plymouth University Academic Partnerships Programme Quality Handbook UK of 65

1. Welcome and Introduction to FdSc Health and Social Care Foundation Degree

2. Welcome to the foundation degree in Health and Social Care at City College Plymouth. This is an exciting programme which provides students with the opportunity to explore the vast array of subjects and topics within the health and social care sector. The programme aims to develop knowledge within many areas of the profession enabling you to explore the new areas of the sector. Working in partnership and collaboration with key partners, and other students, will enhance the learning experience for you as a student; using these new experiences and knowledge will allow professional and personal reflection supporting students to diversify within their practice. The theoretical aspect of the programme is reinforced within mandatory professional practice experience (either employment or voluntary placement); in addition teaching staff will include guest speakers and external visits which will enrichment both the programme and learning experience.

This programme has been designed to equip you with the skills and knowledge base required to work in your chosen specialism or other graduate opportunities. It is also a platform from which you can undertake additional vocational and academic qualifications.

This Programme Quality handbook contains important information including: The approved programme specification Module records

Note: the information in this handbook should be read in conjunction with the current edition of the College / University Student handbook available at http://hemoodle.cityplym.ac.uk/course/view.php?id=3424 which contains student support based information on issues such as finance and studying at HE along with the University’s Student Handbook https://www.plymouth.ac.uk/your-university/governance/student-handbook and your Teaching, Learning and Assessment Handbook available on your programme virtual learning environment.

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3. Programme Specification

4. Programme Details

Awarding Institution: University of Plymouth

Partner Institution and delivery site (s):

City College PlymouthKings Road

Accrediting Body:Language of Study: English1

Mode of Study: Full Time and Part Time

Final Award: FdSc

Intermediate Award:Programme Title: Foundation Degree in Health and Social Care

UCAS Code: 6B21

JACS Code: L510

Benchmarks: Informed by:QAA Foundation Degree Qualification Benchmark (2010)The Framework for Higher Education Qualifications in England, Wales & Northern Ireland (2008)Subject Benchmark Statement for Health Studies (2008)National Occupational Standards (2012)Health & Social Care National Occupational Standards (2012)

Date of Programme Approval:

March 2015

1 Unless otherwise approved through Plymouth University’s Academic Development and Partnerships Committee

Academic Partnerships Teaching, Learning and Assessment Handbook 2016-17 of 65

5. Brief Description of the Programme This exciting programme will focus on some of the complex issues underpinning the provision of Health and Social Care within the UK today. Renewed emphasis is placed upon raising the awareness of Dementia and Mental Health with dedicated opportunities for individuals to pursue meaningful and relevant research in the field alongside their own professional practice while sharing good practice with others across this diverse area. The generic design and structure of the modular framework is intentional and aims to meet the needs of those who previously may have been disinclined to apply for CPD within the context of the HE environment due to family commitments and or constraints of employment. The programme will meet the needs of those who are already employed in some base-line capacity within the Health and Social Care professions who seek an opportunity to continue their Professional Development and achieve a qualification at a higher level with progression opportunities onto a suitable Degree programme, which could further support their individual career aspirations via personal appraisal and performance targets.

Assessment for this programme will be a combination of coursework and practical assignments (including academic reports, essays, presentations, reflective accounts and delivery of training sessions) alongside the production of a Professional Practice Portfolio which can be used in dialogue with tutors and employers to enhance performance. The broad and generic topics for study encourage students who represent all areas of the Health and Social Care workforce with opportunities for reflection both in and out of practice, while gaining a wider understanding of some of the complexities underpinning service provision. Ultimately this qualification aims to enhance lifelong learning while providing a means of improving professional practice and quality of Health and Social Care provision and services. It is hoped that this programme will meet the needs of those currently not fully represented at higher levels of study therefore meeting our responsibilities for increasing widening participation of all employees throughout the Health and Social Care Workforce.

6. Details of Accreditation by a Professional/Statutory Body (if appropriate)

N/A

7. Exceptions to Plymouth University Regulations(Note: Plymouth University’s Academic Regulations are available internally on the intranet: https://staff.plymouth.ac.uk//extexam/academicregs/intranet.htm ) N/A

8. Programme Aims The programme will deliver:1. An opportunity for Continued Professional Development through meaningful, realistic and

relevant study which permeates throughout the programme with direct links to on-going professional practice in a range of Health and Social Care settings.


2. Flexible learning which meets the needs of those who have indicated they are unable to leave the city to pursue Higher Education due to family and or work commitment by providing a part time study option with clear progression pathways onto Higher Education.

3. An alternative CPD pathway for baseline Healthcare workers who may wish to extend their current portfolio of evidence and achieve credits of study at a higher level thus increasing confidence and potentially motivating them to progress onto a Degree.

4. Contribute to the raising of awareness of dementia and mental health issues to those newly employed baseline Health and Care workers, with a view to further disseminating good practice particularly when supporting health and safety in the health and social care setting.

5. Provide opportunities for greater reflection both ‘in’ and ‘out’ of practice via meaningful discussion and networking opportunities for sharing these with others who work beyond the parameters of individual health and social care settings.

6. Research and study skills to encourage and support autonomous ‘research in the field’ which is more meaningful and relevant to the student, and initiated by their own desire to examine an issue which is not dictated by others – thus giving scope for a more individualised approach to investigation which better promotes undergraduate research skills therefore building skills and confidence in research methodology and process via systematic investigation.

7. To provide knowledge and understanding in which baseline Healthcare workers can implement within their professional settings that improves both the service users and carers experience and patient care.

9. Programme Intended Learning Outcomes (ILO)

By the end of this programme the student will be able to:1. Demonstrate knowledge, understanding and application of established and emerging

principles, legislation and theories which impact upon the provision of quality Health and Social Care Services.

2. Use a range of established techniques to initiate and undertake analysis of information and to propose solutions to problems arising from that analysis.

3. Effectively communicate information, arguments and analysis in a variety of forms to specialist and non-specialist audiences and deploy key techniques of the discipline effectively.

4. Undertake further training and or education to develop existing skills, and acquire new competencies that will enable them to assume significant responsibility within their own organisation and others within the context of Health and Social Care.

5. Demonstrate throughout the programme qualities and transferable skills necessary for employment and roles requiring personal responsibility and decision making.

6. Demonstrate knowledge, understanding and application of ethics and values that impact upon both the service user and carer experience and patient care.


10. Distinctive Features

1. On-going Professional Practice Portfolio to support appraisal process and presentation for further HE study.

2. Provides an opportunity for Continued Professional Development or CPD via work based learning opportunities across Health and Social Care services and communities and the employers who contribute to these.

3. Generic modular design to attract wider representation of the workforce particularly those at base-line levels and or mature learners.

4. Flexible study which aims to provide ‘wrap around’ learning beyond, but directly linked to the workplace.

5. Collaboration with employers to assist in raising awareness and further training underpinning high priority agenda of Dementia and Mental Health.

6. Initial and on-going support in order to develop the students study skills. A number of early seminars will be delivered as part of their professional practice portfolio module to develop students ‘academic study skills, including reflective writing.

7. The programme aims to improve patient care.

11. Student Numbers

The following provides information that should be considered nominal, and therefore not absolutely rigid, but is of value to guide assurance of the quality of the student experience, functional issues around enabling progression opportunities to occur and staffing and resource planning:Minimum student numbers per stage = 8Target student numbers per stage = 12Maximum student numbers per stage = 15

12. Progression Route(s)

Approved ‘progression route(s)’ are those where successful achievement in this programme enables direct alignment to join a stage of another programme. This is an approach employed primarily for Foundation Degree students to ‘top-up’ to complete a Bachelor degree, but may be employed for other award types. This is in part an automated admissions criterion and therefore progression may be impacted on by availability of a position on the progression award; however progression opportunity, if not available in the first year of application, is guaranteed within 3-years.Progression arrangements with institutions other than Plymouth University carry an increased element of risk. It is necessary for the delivering partner institution to obtain formal agreement from that institution to guarantee progression for existing students on the programme. For progression to Plymouth University, should there be the need to withdraw the progression route programme(s) then either this will be delayed to provide progression or appropriate solutions will be found. This arrangement is guaranteed for existing students that complete their programme of study with no suspensions or repeat years and who wish to progress immediately to the University.

Top up onto BSc (Hons) Public and Community Services Management at City College Plymouth

Top Up onto final year of Plymouth University new BSc Sociology.


Top up onto final year of BSc (Hons) Health and Social Care at Exeter College. Self-employment within the Health and Social Care industry. Employment into the public or private Health or Social Care industry. Working with local, regional or national authorities in Health and Social Care, charitable

organisations, research, therapy, assessment and training.

This foundation degree provides an ideal opportunity to enhance and develop existing qualifications and progress to the options stated above should an individual want a career in Health and Social Care. However it is not suitable for individuals who are seeking professional accreditation in Social Work, Nursing or Medicine.


The contribution of marks from prior levels of study to the progression award is governed by University regulations.

13. Admissions Criteria

Qualification(s) Required for Entry to this Programme: Details:

Level 2: GCSE English grade C/4 or aboveGCSE Maths grade C/ 4 or aboveAnd 3 others to include at least one of Biology, Science or Human Biology at grades C/4 and aboveAPEL may be considered for mature students

- Key Skills requirement / Higher Level Diploma:

and/or

- GCSEs required at Grade C or above:

Level 3: at least one of the following:- AS/A Levels

120 UCAS points/ 48 NEW UCAS points (Pass)Other qualifications e.g. City and Guilds Vocational Qualifications presented will be considered and be reviewed against equivalencies and level

- Advanced Level Diploma:- BTEC National Certificate/Diploma:- VDA: AGNVQ, AVCE, AVS:- Access to HE or Year 0 provision:- International Baccalaureate:- Irish / Scottish Highers / Advanced

Highers:

Work Experience:

Applicants must be able to provide their own Disclosure and Barring Service check.Applicants must be able to provide evidence of employment and or volunteering in a Health and Social Care role by the end of October in each academic year. Placement must total a minimum of 200 hours over the two year programme.This programme will be delivered on campus for 2 days per week and students must be able to demonstrate ability to reflect ‘in practice’ thereby requiring at least 6 hours per week in related professional practice. They will be informed of this at interview. Parameters will be considered and based upon individual circumstance and supported reference and DBS checks

IELTS Minimum score of 6.0 overall


Other HE qualifications / non-standard awards or experiences: Considered on individual merit

APEL / APCL2 possibilities: APEL will be considered as per Plymouth University Regulations

Interview / Portfolio requirements:

Interviews will be implemented to review employer reference/support and consider student capacity for study alongside working commitments. Request for applicants to bring copies of industry related training and or education. Continued Professional Practice evidence/portfolio will be requested.

Independent Safeguarding Agency (ISA) / Criminal Record Bureau (CRB) clearance required:

Current DBS will be required and this should already be in place for those employed in the sector.

14. Academic Standards and Quality EnhancementThe Programme Leader/Manager (or other descriptor) leads the Programme Committee in the following of Plymouth University’s annual programme monitoring process (APM), as titled at the time of approval. APM culminates in the production, maintenance and employment of a programme level Action Plan, which evidences appropriate management of the programme in terms of quality and standards. Any formally agreed change to this process will continue to be followed by the Programme Leader/Manager (or other descriptor) and their Programme Committee. Elements of this process include engaging with stakeholders. For this definitive document it is important to define:Subject External Examiner(s): The programme will be overseen by an external examiner who will oversee the quality assurance for all modules and the professional practice portfolio.

Additional stakeholders specific to this programme: Employer Advisory Boards will be alerted to the commencement of this new programme,

and where appropriate industry updates and or reforms may be used to influence the curriculum content and ensure currency. Members of this Board will include representatives from across the Plymouth Primary Healthcare Trusts, National and Private Healthcare and charitable organisations.

Partnerships with key stakeholders across the city who currently link with the college will be continued for the benefit of both students and employers for example The Plymouth Guild.

Memberships of the Association of Colleges AoC Health Education South West will continue to highlight innovative practices and reforms which may be an advantage to baseline Healthcare workers.

The Government Envoy for Dementia Ian Sherriff will be nominated as a programme advisor/mentor to support the delivery of specific stage 1 modules relating to greater Dementia Awareness.

Students affiliated to the programme. Graduates and Alumni Academic Delivery Team Management

2


15. Programme Structure for the Foundation Degree in Health and Social Care (full-time) 2016/17

Course code: UF5032

Year 1 Year 2Module Code Module Title No. of

CreditsCore / Optional

Module Code Module Title No. of Credits

Core / Optional

CITY 1054 Professional Practice Portfolio

20 Core CITY 2102 Evaluating Professional Practice

20 Core

CITY 1055 Health and Social Care 20 Core CITY 2055 Sociology for Health and Social Care

20 Core

CITY 1056 Communication and Interpersonal Skills

20 Core CITY 2056 Study skills for Research 20 Core

CITY 1057 Safeguarding 20 Core CITY 2057 Improving the lives of people with Long term conditions

20 Core

CITY 1058 Development and influences across the Life Course

20 Core CITY 2058 Psychological Perspectives in Health and Social Care

20 Core

CITY 1059 Equality and Diversity 20 Core CITY 2059 Leadership and Management (Health and Social Care)

20 Core


- Explanation and Mapping of Learning Outcomes, Teaching & Learning and Assessment3

Developing graduate attributes and skills, at any level of HE, is dependent on the clarity of strategies and methods for identifying the attributes and skills relevant to the programme and where and how these are operationalized. The interrelated factors of Teaching, Learning and Assessment and how these are inclusive in nature, are fundamentally significant to these strategies and methods, as are where and how these are specifically distributed within the programme.

Ordered by graduate attributes and skills, the following table provides a map of the above, plus an exposition to describe and explain the ideas and strategy of each. Therefore, subsequent to the initial completion for approval, maintenance of this table as and when programme structure changes occur is also important:

FHEQ level: 4Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods

Prog Aims Prog intended Learning

Range of Assessments Related Core Modules

3 For programmes containing more than one FHEQ level of study, i.e. a bachelor programme with levels 4, 5 & 6, a separate map must be provided for each level. The table should be copied and pasted to enable this.


Outcomes

Knowledge / Understanding:

Informed by:QAA Foundation Degree Qualification Benchmark (2010)The Framework for Higher Education Qualifications in England, Wales & Northern Ireland (2008)Subject Benchmark Statement for Health Studies (2008)

By the end of the programme students should be able to demonstrate the following to achieve a threshold pass:-

Demonstrate knowledge and understanding of underlying core concepts & principles associated with Health and Social Care

Demonstrate ability to present, evaluate and interpret data and literature in accordance with subject theory and concepts

PrimaryLecturesSmall group discussionsSector practice (employment/voluntary experience)Self-directed independent studyResearch

SecondaryGuest speakersProblem SolvingReflection

A1A2A3A4A5A6

ILO 1ILO 2ILO 3ILO 4ILO 5

EssaysProfessional Practice PortfolioGroup WorkPresentationsField WorkResearchPracticalPlanningObservations

CITY 1054CITY 1055CITY 1056CITY 1057CITY 1058CITY 1059

An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:


A diverse range of teaching and learning techniques and strategies will be implemented throughout the modules to ensure all students have equal opportunities to develop knowledge and understanding. Use of formative and summative assessment within each module will ensure teaching is effective for all students

Cognitive and Intellectual Skills:


By the end of this level of this programme the students will be able to demonstrate for a threshold pass:

Demonstrate the development of new and existing skills within a safe environment in order to acquire further competencies

Demonstrate the ability to assimilate and understand diverse concepts within health & social care subject

Established a good understanding of the multidisciplinary nature across the sector

Primary:LecturesClass exercisesTutorial/seminar discussionsContext based learningResearchFeedback via formative and summative assessments.

Secondary:Policy and practice analysisResearch dataGuest speakersReflective practice

A1A2A3A4A5A6

ILO1ILO2ILO3ILO4ILO5

EssaysCase StudyResearchPractical


An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:


Throughout the level 4 modules the students will develop thinking skills which will enable them to analyse and evaluate allowing them to effectively challenge and analyse professional practice within the sector. These skills will also enable students to create their own ethos and ideas which will allow them to transfer to practical situations.

Key Transferable Skills:



Ability to communicate, collaborate and co-operate effectively in various circumstances and environments

Demonstrate skills and knowledge in relation to the ability to identify and assess needs within the health & social care sector

Qualities and skills important for progression and employment

Primary: Group workICTResearchReflective PracticePresentationsEvaluation

Secondary:Lectures/SeminarDiscussionGuest speakersSelf-directed learning

A1A2A3A4A5


Group awarenessGroup tasksICTReportsPresentationsCPDProfessional Practice


An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

Each Level 4 module will promote the development of transferable key skills via communication, practice, application, analysis and professional


discussion. The links to reflective practice further support the sharing of skills and the acquisition of new skills which support the aim for continuous improvement both personally and across the health and social care sector. Each module and assessment provides students with opportunities for evidencing their knowledge, understanding and skills.

Employment Related Skills:

Informed by:QAA Foundation Degree Qualification Benchmark (2010)The Framework for Higher Education Qualifications in England, Wales & Northern Ireland (2008)Subject Benchmark Statement for Health Studies (2008)National Occupational Standards (2012)


Demonstrate skills to ensure competent and effective professional practice

Demonstrate the ability to develop practice through reflection and learning

Demonstrate the ability to evaluate the effectiveness of health, social or other care services

Demonstrate the ability to work in partnership with others to promote health and wellbeing

Primary: LecturesSmall group discussionsSector practice (employment/voluntary experience)Self-directed independent studyResearch

Secondary:Guest speakersReflective practice

A1A2A3A5A6


EssaysProfessional Practice PortfolioGroup WorkPresentationsResearchPracticalPlanningObservations



and reduce risks within settings

An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

Teaching, learning and assessment are designed to reinforce the professional practice and/ or employment role of the student. The modules formative and summative assessments provide further opportunities for reflection both in and out of the work environment and where appropriate provide further scope for recommendation of quality improvement measures within the context of the Health and Social Care sector. The nature of this broad curriculum attracts those from across the sector thereby increasing opportunities for networking beyond the workplace and encouraging the sharing of good practice.

Practical Skills:

Informed by:QAA Foundation Degree Qualification Benchmark (2010)The Framework for Higher Education Qualifications in England, Wales & Northern Ireland (2008)Subject Benchmark Statement for Health Studies (2008)Health & Social Care National Occupational Standards (2012)


Demonstrate the application of theory to practice across Health and Social Care environments.

Demonstrate professional values and practice.

Primary: ResearchWork-based learning/developmentGuest speakersLecturesReflective practiceGroup discussion

A1A2A3A4A5


Professional Practice PortfolioPresentationsReflective practice accountsPlanningObservations



Demonstrate reflective and analytical skills which impact upon the individuals practical performance in the workplace

Demonstrate the ability to respect in relation to dignity and ethics

Show an understanding of the wider issues surrounding confidentiality

Show an understanding of safeguarding concepts within the sector

Demonstrate the ability to organise, plan and collate workloads of self and others

Secondary:Reflective diary/journalSelf-directed learningPresentations

An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:

One focus of the programme is to enable students to gain employment within the Health & Social Care sector therefore linking the theory to the practical skills is essential. Students need to convey this learnt knowledge into practical environments within the sector. For students who wish to progress to higher education; understanding and experiencing the concept of professional practice will enable them to further enhance their ability to review, analyse and evaluate.

FHEQ Level: 5


Definitions of Graduate Attributes and Skills Relevant to this Programme

Teaching and Learning Strategy / Methods Prog Aims

Prog intended Learning Outcomes

Range of Assessments Related Core Modules

Knowledge / Understanding:


By the end of the programme students should be able to demonstrate the following to achieve a threshold pass:-

Demonstrate extended knowledge and critical understanding of underlying core concepts & principles associated with Health and Social Care

Demonstrate an understanding of the limits of personal knowledge and how this may influence analysis and interpretations

Successful application within the working environment of knowledge and skills learnt through the modules

PrimaryLecturesSmall group discussionsSector practice (employment/voluntary experience)Self-directed independent study

SecondaryGuest speakersProblem SolvingReflection

A1A2A3A4A5A6




An explanation for embedding Knowledge and Understanding through Teaching & Learning and Assessment at this level of the programme:


The continued use of a diverse range of teaching and learning techniques and strategies will be implemented throughout the modules to ensure all students have equal opportunities to further develop knowledge and understanding. Use of formative and summative assessment within each module will ensure teaching is effective for all students and competent practice is developed.

Cognitive and Intellectual Skills:

Informed by:

QAA Foundation Degree Qualification Benchmark (2010)The Framework for Higher Education Qualifications in England, Wales & Northern Ireland (2008)Subject Benchmark Statement for Health Studies (2008)


Demonstrate advanced development of new and existing skills within a safe environment in order to acquire further competencies

Demonstrate the ability to assimilate and understand complex and diverse concepts within Health & Social Care discipline

Develop and apply an appropriate understanding of the multidisciplinary and diverse nature across the sector

Able to articulate opinions and formulate effective arguments or evaluations

Primary: LecturesTutorial/seminar discussionsContext based learningResearchFeedback via formative and summative assessmentsSelf-directed learning

Secondary:Policy and practice analysisResearch dataGuest speakersReflective practice

A1A2A3A4A5A6

ILO1ILO2ILO3ILO4ILO5

EssaysCase StudyResearchPractical



Demonstrate ability to analyse and evaluate current issues and discourses in health and social care research and relate to practice

An explanation for embedding Cognitive and Intellectual Skills through Teaching & Learning and Assessment at this level of the programme:

The level 5 modules will encourage the students to further develop analytical and evaluative skills which will enable them to successfully problem solve within the workplace. Students will be expected to critically discuss lecture content with self-directed learning supporting this. Teaching methods and assessment will vary in order for each student to have an equal opportunity to successfully learn and achieve.

Key Transferable Skills:



Use enhanced language skills in order to communicate, collaborate and co-operate effectively within the sector

Demonstrate the ability to contribute

Primary: Group workICTResearchReflective PracticePresentationsEvaluation

A1A2A3A4A5


Group awarenessGroup tasksICTReportsPresentationsCPDProfessional Practice



proactively within workforce teams

Ability to critically reflect on and review personal knowledge and skills in order to develop professional practice and competence

Awareness and ability to respond to equal opportunities, inclusion and diversity issues to ensure appropriate care standards are maintained

Demonstrate competent ICT skills to support effective professional practice and self-development

Secondary:Lectures/SeminarDiscussionGuest speakersSelf-directed learning

An explanation for embedding Key Transferable Skills through Teaching & Learning and Assessment at this level of the programme:

Each module will aim to develop subject specific knowledge and enhance a number of skills and qualities that can be transferred within the breadth of the Health and Social care sector allowing flexibility for students’ progression within employment or further learning. Teaching methods will vary in order to support students preferred learning methods and ensure equal opportunities for development and progression.

Employment Related Skills:



National Occupational Standards (2012)


Establish understanding and critically evaluate the role of professionals and institutions in order to apply appropriate transferrable skills

Apply knowledge of new learning in order to cultivate ability to undertake responsibility and supervisory duties

Demonstrate a comprehensive awareness and understanding of significant legislation, policies and procedures throughout the Health & Social Care sector to ensure professional practice exhibited

Primary: LecturesSmall group discussionsSector practice (employment/voluntary experience)Self-directed independent studyResearch

Secondary:Guest speakersReflective practice

A1A2A3A5A6




An explanation for embedding Employment Related Skills through Teaching & Learning and Assessment at this level of the programme:

Teaching, learning and assessment are designed to strengthen the professional practice and/ or employment role of the student. The content of each module will ensure that student develop knowledge in all aspects which will improve opportunities to gain successful employment. Inclusion and equal opportunities will underpin teaching and learning to ensure fair chances for all students.Practical Skills:

Informed by:QAA Foundation Degree Qualification Benchmark (2010)The Framework for Higher Education Qualifications in England, Wales & Northern


Ireland (2008)Subject Benchmark Statement for Health Studies (2008)National Occupational Standards (2012)


Demonstrate comprehensive and critical understanding of theory to practice across Health and Social Care environments.

Ability to develop and refine existing skills to ensure high level competency in professional practice

Demonstrate comprehensive professional values and practice and the ability to challenge in order to ensure standards supported.

Demonstrate comprehensive reflective and analytical skills which impact upon the individuals practical performance in the workplace

Demonstrate the ability to respect individuals and challenge discrimination in relation to dignity and ethics

Primary: ResearchWork-based learning/developmentGuest speakersLecturesReflective practiceGroup discussion

Secondary:Reflective diary/journalSelf-directed learningPresentations

A1A2A3A4A5


Professional Practice PortfolioPresentationsReflective practice accountsPlanningObservations



An explanation for embedding Practical Skills through Teaching & Learning and Assessment at this level of the programme:

The nature of Health and Social Care focuses heavily on practical elements therefore all theoretical aspects of the modules will be linked to Health and Social Care environments or to underpin professional practice. Students will be experiencing different environments within the sector therefore sharing good practice and relevant information will enable all students to develop a broader understanding of the sector. Employers will be involved with assessment and it will be expected that at Level 5 students will assume some level of responsibility within the environment.

- Work Based/Related Learning4

WBL is an essential element of Foundation Degrees and therefore needs to be detailed here. However, for all types of HE programmes there should be an element of employability focus through, at least, Work Related Learning, and therefore the following is applicable for all:

FHEQ level: Level 4 Foundation Degree Health and Social Care

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Collation of Professional Development Portfolio

Students will learn and reflect on practice they undertake or observe other professionals undertaking

A1A2A3A5

ILO 2ILO 3ILO 4ILO 5

This activity will support the creation of a portfolio along with supporting other assessments throughout the programme


Guest Speakers and lectures

Students will attend lecturers from a range of professionals within the health and social care sector

A1A2A3A4A5


This activity will support assignments writing and professional discussions throughout the

CITY 1054CITY 1055CITY 1056CITY 1057CITY 1058

4

The provided table includes only a single line. This will need replicating for each WBL/WRL activity (I,e, placements / real-world industry provided problems to solve / visits / trade shows etc). Additionally, the table should be replicated for each stage of the programme for clarity.


programme CITY 1059

Voluntary/employed work within health and social care sector

Students will be able to transfer learnt knowledge into developing professional skills through practice

A1A2A3A4A5


This activity will support the creation of a portfolio along with supporting other assessments


An explanation of this map:This programme will prepare individuals for new jobs, new roles, new related careers, and or new opportunities that will be part of the future rebalanced economy. Employability skills are developed throughout the programme working in partnership with key stakeholders across the city and the wider region for the benefit of students and employers and ultimately service users. At level 4 WBL may provide students with the initial insight into a new field although acquiring knowledge within a range of areas will further support students employability

FHEQ level: Level 5 Foundation Degree Health and Social Care

WBL/WRL Activity: Logistics Prog Aim Prog Intended LO Range of Assessments Related Core Module(s)

Collation of Professional Development Portfolio

Students will learn and reflect on practice they undertake or observe other professionals undertaking

A1A2A3A5

ILO 2ILO 3ILO 4ILO 5

This activity will support the creation of a portfolio along with supporting other assessments throughout the programme


Guest Speakers and lectures

Students will attend lecturers from a range of professionals within the health and social care sector

A1A2A3A4A5


This activity will support assignments writing and professional discussions throughout the programme


Dementia Friendly Course

This course will enhance understanding

A1A2

ILO 1ILO 2

This activity will support assignments

CITY 2102CITY 2057


and ability to work professionally within the field

A3A4A5A6

ILO 3ILO 4ILO 5

writing and professional discussions

Voluntary/employed work within health and social care sector

Students will be able to transfer learnt knowledge into developing professional skills through practice

A1A2A3A4A5


This activity will support the creation of a portfolio along with supporting other assessments


An explanation of this map:This programme will continue to prepare individuals within the health and social care sector. Employability skills are embedded throughout the programme in order to prepare students for future employment or to continue in higher education. At level 5 professionals skills will be refined and WBL activities will enable students to do this.


SECTION A: DEFINITIVE MODULE RECORD.

MODULE CODE:

CITY 1054

MODULE TITLE: Professional Practice Portfolio

CREDITS: 20 FHEQ Level: 4 JACS CODE: B710

PRE-REQUISITES:None

CO-REQUISITES: ‘None’ COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR:The Professional Practice Module is pivotal to support the notion of the ‘reflective practitioner’ This module will provide all students with the skills necessary to make links between theory and practice and further critique areas of their practice. Evidence will be collated throughout the programme which will serve to demonstrate evolving professional skills culminating in a portfolio.ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK PRACTICAL

E1 (Examination)

C1 (Coursework)

100% P1

E2 (Clinical Examination)

A1 (Generic Assessment)

T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:The aims of this module are to support students in critically analysing links between theory, practice and legislation which impact upon the provision of services. Students will be able to provide personal reflections in relation to own development, planning and professional training/development.ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Analyse links between theory, practice and legislation.2. Reflect in an evaluative way on their own practice.3. Evidence on-going Continued Professional Practice to reflect their own

knowledge and skills.4. Examine their own values, ethics and accountability in relation to Health and

Social Care practice.5. Learn to use study skills effectively at this level.

DATE OF APPROVAL: 03/2015 FACULTY/OFFICE: Academic Partnerships

DATE OF IMPLEMENTATION: 09/ 2015 SCHOOL/PARTNER: City College

PlymouthDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only):

SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENT

Items in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 105MODULE LEADER: Becky Dowley OTHER MODULE STAFF:

‘None’SUMMARY of MODULE CONTENT

Critical analysis of theory to practice Evaluative Reflection on practice Monitoring of development of professional identity and links Discussion of evidence based practice

The Professional Practice Module is pivotal to support the notion of the ‘reflective practitioner’ through evidence based practice.

The portfolio will provide students with opportunities to demonstrate their professional knowledge and skills. Reflection via journal notes will be supported throughout the programme. Specific categories for the initial construction of a portfolio will be initiated and directed by the module leader. Students will be expected to evidence meetings, performance reviews and personal training or initiatives. This module will provide all students with the skills necessary to critically analyse links between theory, practice and legislation. Examination of personal values will be a priority for example, care, empathy, dignity, and beliefs. The module will encourage students to ‘dissect’ the term ‘Professional Practice’ in relation to their individual work experiences. Culture, environments, motivation, self-discipline, responsibilities, workload, aspirations, time management, monitoring, planning, S.W.O.T. analysis and formal assessments and consideration of specific learning needs are just some of the topics which will be discussed. Evidence will be collated throughout the programme which will serve to demonstrate evolving professional skills culminating in a portfolio which could be used to further support the individual’s appraisal and training process.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional Information

Lecture 50Seminar 10Tutorials 6Reflective practice 34 Students to evidence reflection on

their practiceSelf-directed study 100

Total 200(NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)


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Coursework C1_ Professional

Practice Portfolio 100% LO1,2,3,4,5

Practical P_Updated by: R.McManus

Date:July 2017

Approved by: Teresa Gardner

Date: Sept 16

Recommended Texts and Sources:

Atwal and Jones (2009). Preparing for Professional Practice in Health and Social Care. Wiley Blackwell

Bolton,G (2014). Reflective Practice: Writing & Professional Development Lantern Publishing

Hargreaves and Page (2013). Reflective Practice: Key Themes in Health and Social Car. Polity Press.

Houser and Oman (2010). Evidence-Based Practice: An implementation guide for healthcare organizations. Jones & Bartlett Learning

Melnyk and Fineout-Overholt (2011). Evidence-based Practice in Nursing & Healthcare: A Guide to Best Practice (2nd edition). Lippincott Williams & Wilkins.

Wilkins,D (2014). Reflective Practice (Key Terms in Health & Social Care)


SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.

MODULE CODE: CITY1055 MODULE

TITLE: Health and Social Care

CREDITS: 20 FHEQ Level: 4 JACS CODE: l510

PRE-REQUISITES: ‘None’


SHORT MODULE DESCRIPTOR:The module aims to support learners’ initial understanding of the range of services within the Health and Social sector. Learners will develop their understanding of what roles and responsibilities practitioners have within Health and Social care. Learners will also develop their knowledge on Legislation, Policies and Procedures that are critical when working within these different Health and Social Care sectors.ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION


E1 (Examination)

C1 (Coursework)

50% P1 (Practical)

50%

E2 (Clinical Examination)T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:This module aims to provide learners with an understanding of the different sectors within Health and Social Care including the range of provisions available to society. Learners will develop a clear understanding of the distinction between Health care and Social care. Learners will analyse the roles and responsibilities of practitioners linked to legislation, policies and procedures.ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1.Demonstrate an understanding of the differences between health care and social care2.Discuss different types of provision in health and social care3.Analyse the roles and responsibilities of practitioners within a variety of health and social care sectors4.Critically apply legislation, policies and procedures to health and social care


DATE OF IMPLEMENTATION: 09/2015 SCHOOL/PARTNER: City College

PlymouthDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: Term 1


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017/18 NATIONAL COST

CENTRE: 105MODULE LEADER: Rachel McManus OTHER MODULE

STAFF: ‘None’SUMMARY of MODULE CONTENT

Introduce Health and Social care contexts including criminal justice, elderly and child care, education, youth services and adult social services

Explore the different responsibilities within the Health and Social care sector.

Review a variety of legislation, policies and procedures and their implications upon practice

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]


Lecture 45Seminar 15Tutorials 6Self-directed study 134


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Written examE_T_

Coursework C1Practical P1Updated by:Rachel McManus

Date:July 2017

Approved by: Teresa GardnerDate: Sept 2016


Caplin,C, Langridge,E, Morjan, B and Platts, R (2012) Diploma in Leadership for Health and Social Care Level 5. Oxford Press

Department of Health (for England) (2010) A Vision for Social Care, Department of Health, London. http://webarchive.nationalarchives.gov.uk/20130107105354/http://www.dh.gov.uk/prod_consum_dh/


http://webarchive.nationalarchives.gov.uk/20130107105354/http://www.dh.gov.uk/prod_consum_dh/

http://webarchive.nationalarchives.gov.uk/20130107105354/http://www.dh.gov.uk/prod_consum_dh/

groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_121971.pdf

Johnson J and De Souza, C (2008) Understanding Health and Social Care. An Introductory Reader. Milton Keynes: The Open University.

Wanless D, Forder J, Fernandez JL et al (2006) Securing Good Care for Older People, King’s Fund, London. http://www.kingsfund.org.uk/publications/securing_good.html

Additional notes (for office use only): For delivering institution’s HE Operations or Academic Partnerships use if required


mailto:groups/dh_digitalassets/@dh/@en/@ps/documents/digitalasset/dh_121971.pdf

SECTION A: DEFINITIVE MODULE RECORD. MODULE CODE:

CITY 1056

MODULE TITLE:

Communication and Interpersonal skills


PRE-REQUISITES: None


SHORT MODULE DESCRIPTOR:This module will explore the importance of a reflective approach to communication and interpersonal skills. The unit will explore techniques of effective communication, barriers and how these can be overcome. In addition the unit will analyse the application of theoretical perspectives. The unit will examine the role of therapy in communication and the benefits and limitations of this as an approach.ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION


E1 (Examination)

C1 (Coursework)

100% Coursework



T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:This unit aims to provide learners with an in depth understanding of the importance of effective communication and interpersonal skills in Health and Social Care practice. Learners will study how to become reflective practitioners and the use of techniques and skills needed to effectively communicate with service users. Theoretical perspectives will be applied. Factors affecting communication will be analysed, as well as ways of overcoming these barriers. Therapeutic relationships and approaches will be explored during the unit.ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Evidence the understanding of the importance of effective communication in Health and Social Care.

2. Evidence and critique their use of Kolbs reflective cycle.3. Evaluate techniques and skills used in effective communication.4. Analyse barriers to communication and ways of overcoming these.5. Apply theoretical perspectives to their work.


DATE OF IMPLEMENTATION: 09/ 2015 SCHOOL/PARTNER: City College



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE:

105MODULE LEADER: Kim Clifton OTHER MODULE STAFF:

‘None’SUMMARY of MODULE CONTENT

To evidence understanding of the importance of effective communication in Health and Social Care. To utilise and critique own use of Kolbs reflective cycle. To evaluate techniques and skills used in effective communication. To analyse barriers to communication and ways of overcoming these.Additionally, the module will look at the application of a range of theoretical perspectives and therapeutic relationships and approaches will be exploredSUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]


Lecture 50Seminar 10Tutorials 6Self-directed study 100Work based learning 34Total 200

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Written exam

E_T_

Coursework C1Practical P_Updated by:R. McManus

Date:July 2017


Date: Sept 2016


Bach, S and Grant, A (2011) Communication and Interpersonal Skills in Nursing. 2nd Edition. Short Run Press, Devon

Brown, Brian, Crawford, Paul, Carter, Ronald (2006)

Koprowska, J (2014) Communication and Interpersonal Skills in Social Work (Transforming Practice) 4th Edition. Dorset Press, Dorchester


Miller, L. (2006) Counselling Skills for Social Work. Sage publications. London.

Morrissey, J and Callaghan, P (2011) Communication Skills for Mental Health Nurses. McGraw Hill Education. Berkshire.

Evidence-Based Health Communication. McGraw Hill Education. Berkshire.

Squires-Hennessey, E (2014) Presenting Data: How to communicate your message effectively. Wiley & Sons Ltd



MODULE CODE CITY1057 MODULE

TITLE: Safeguarding

CREDITS: 20 FHEQ Level: 4 JACS CODE: L540



SHORT MODULE DESCRIPTOR:This module provides students with an opportunity to be introduced and develop knowledge and understanding of various safeguarding aspects; including legislation, procedures and protocols, throughout all sectors of the health and social care sector; adults, children and young people. It combines the theoretical aspects of the subject with introducing and developing professional practice standards within the whole sector.ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION


E1 (Examination)

C1 (Coursework)

50% P1 (Practical)

50%



T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:This module aims to introduce and underpin the concept of safeguarding, throughout all sectors of the health and social care sector. Students will illustrate knowledge and understanding of theoretical aspects of safeguarding principles which will then be demonstrated and evidenced through professional practice within settings.ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Identify and summarise different protocols, legislative documents and procedures which underpin safeguarding practice within various settings e.g adult and childcare provision

2. Identify and reflect on appropriate training and CPD which aim to ensure effective safeguarding procedures and protocols are implemented within adult and childcare provision

3. Critically reflect on personal professional practice, within area of safeguarding, in relation to maintaining appropriate care standards within adult and childcare provision

4. Critically evaluate safeguarding procedures and protocols in place in individual settings and recommend potential changes which could improve care for service users in adult and childcare provision

DATE OF APPROVAL: 03/2015 FACULTY/OFFICE: Academic


PartnershipsDATE OF IMPLEMENTATION: 09/2015 SCHOOL/PARTNER: City College



SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017/18 NATIONAL COST

CENTRE: 105MODULE LEADER: Rachel McManus OTHER MODULE STAFF:SUMMARY of MODULE CONTENTStudents will be introduced to the overriding concept of safeguarding. Students will identify and understand the different categories of safeguarding aspects in all areas of the health and social care sector; children, young people and adults. Legislation, procedures and protocols will be identified and examined and associated to professional practice within individual sectors. Each sector will be explored in relation to protection issues, terminology and protocols which are in place to ensure effective professional practice. The emphasis of the module is explore to all parameters of this sector in order to improve the employability skills of students therefore a range of external agencies will be accessed in order to fully support development. The module will be underpinned with relevant inclusion, equality and diversity principles which will further support professional development. The content of the module will also include aspects to raise awareness of mental health and how practitioners can endeavour to utilise this knowledge and understanding in order to support adults and children along with their families.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]


Lecture 45Seminar 15Tutorials 6Self-directed study 134Total 200

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Written exam

E_T_

Coursework C1_

Practical P1_Updated by:R.McManus

Date:July 2017

Approved by:Teresa Gardner

Date:Sept 2016


Recommended Texts and Sources:Brown, R. (2011) Vulnerable Adults and Community Care ,2nd Edition Learning MattersCalder, M.C. (Ed.) (2008) Contemporary risk assessment in safeguarding children. Dorset: Russell House PublishingChildren’s Workforce Development Council (2009) The common assessment framework, a guide for practitioners. Leeds: CWDC.Cleaver, H. et al (2007) Safeguarding: a shared responsibility Chichester: Wiley BlackmanDepartment of Constitutional Affairs (2007) Mental Capacity Act 2005 Code of Practice http://www.justice.gov.uk/docs/mca-cp-plain1.pdFrost, N. and Parton, N. (2009) Understanding Social Care: Politics, Policy and Practice London: SageHer Majesty’s Government (2013 ) Working together to safeguard children. London: HM Government.National Institute of Clinical Excellence (2014) Domestic violence and abuse: how health services, social care and the organisations they work with can respond effectively.PH50.London: NICE.National Institute of Clinical Excellence (2013- last update) When to suspect Child maltreatment. CG89. London: NICEPreston-Shoot, M.(2010),Safeguarding Vulnerable Adults and the Law, Blackwell Publishers LtdThompson, S & Thompson, N. (2008). The Critically Reflective Practitioner. Palgrave MacMillan PressWilson, K. and James, A. (Eds.) (2007) Child Protection Handbook 3rded. BalliereTindall Elsevier


SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.


TITLE:Development and influences across the Life Course

CREDITS: 20 FHEQ Level: 4 JACS CODE: l510



SHORT MODULE DESCRIPTOR:The module aims to provide an in-depth understanding of the developmental changes that occur throughout life. Learners will investigate the impact of key life events upon the access and use of services. Learners will analyse links between factors that affect development and theoretical perspectives across the life span.ELEMENTS OF ASSESSMENT

WRITTEN EXAMINATION


E1 (Examination)

C1 (Coursework)

50% P1 (Practical)

50%

E2 (Clinical Examination)T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:

This unit aims to provide learners with an in depth understanding of the changes that occur across the life span from conception to death. Learners will be able to explain the impact of key life events and the use of services across Health and Social Care provision. Life style choices and their impact on development will be analysed. Theoretical perspectives and approaches will be fully evaluated and embedded throughout to provide learners with models for best practice and comprehension.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1. Understand in detail the developmental changes that occur throughout life.2. Link key life events with the consequential contact with services.3. Analyse links between factors that might affect development and life style choices.4. Apply theory in an evaluative and meaningful way.





SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 105MODULE LEADER: Matt Appleby OTHER MODULE STAFF:SUMMARY of MODULE CONTENT

This module will explore in depth the developmental changes that occur throughout life. This will include examining key life events that people can experience including expected or unexpected events. We will explore how these will involve potential links with services. The module will analyse links between factors that may affect development and life style choices. In addition the module will apply and evaluate theory that relates to these aspects.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities Hours Comments/Additional InformationLecture 50Seminar 10Tutorials 6Self-directed study 134Total 200

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Written exam

E_T_

Coursework C1_Practical P1_Updated by:Rachel McManus

Date:July 17

Approved by: Teresa Gardner Date: Sept 16

Recommended Texts and Sources:Fernyhough, C. (2009). The Baby in the Mirror: A Child’s World from Birth to Three. Granta.Grenier, A. (2012). Transitions and the lifecourse: Challenging the constructions of ‘Growing old’. The Policy Press, Bristolpsychology, 5(2), 100.Hammond, C.(2005). Emotional Roller Coaster. Fourth EstateHowe, D. (2011).Attachment across the lifecourse. Palgrave Macmillan, Basingstoke


Meggitt C (2006). Child Development: An illustrated Guide. Heinemann.

McAdams, D. P. (2001). T h e p s y cholo g y o f l i fe stor i e s . Review of general psychology, 5(2), 100.



SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.MODULE CODE:

CITY 1059

MODULE TITLE: Equality and Diversity




SHORT MODULE DESCRIPTOR:This module will critically evaluate how beliefs and values impact on relationships in Health and Social Care. Learners will explore discrimination in the UK and its impact on individuals in Health and Social Care settings. Learners will be given the opportunity to discuss anti - discriminatory practice and barriers to this being effectively practiced.

ELEMENTS OF ASSESSMENT Use HESA KIS definitions]WRITTEN

EXAMINATIONCOURSEWORK PRACTICAL

E1 (Examination)

C1 (Coursework)

100% Coursework



T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:This unit aims to provide learners with an opportunity to critically evaluate how the values and beliefs of support staff and professionals can impact on relationships in Health and Social Care. By exploring discrimination in its many forms in the UK, learners will be able to analyse the impact of this discrimination on individuals in Health and Social Care settings. Students will discuss anti-discriminatory practice, the importance of such practice and thoroughly explore the barriers to successful implementation.ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Critically evaluate how the values and beliefs of support staff and professionals can impact on relationships in Health and Social Care

2. Examine discrimination in its many forms in the UK to be able to analyse the impact of this discrimination on individuals in Health and Social Care settings.

3. Discuss anti - discriminatory practice and barriers to this being effectively practiced.





SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 105,

Health & Community StudiesMODULE LEADER: Demelza Thackeray OTHER MODULE STAFF: ‘None’SUMMARY of MODULE CONTENTEvaluation of how the values and beliefs of support staff and professionals can impact on relationships in Health and Social Care.Examination of discrimination in its many forms in the UK to be able to analyse the impact of this discrimination on individuals in Health and Social Care settings.A discussion of anti - discriminatory practice and barriers to this being effectively practised.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 50Seminar 10Tutorials 6Self-directed study 134Total 200

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Written exam

E_T_

Coursework C1_Practical P_

Updated by: R.McManus Date: July 2017 Approved by: Teresa

Gardner Date:Sept 2016

Recommended Texts and Sources:Ashianty, S (2010) The Equality Act 2010: main concepts, International Journal of Discrimination and the Law, 11 (1/2), pp.29-42.

Doyle, B, Casserley, C, Cheetham S et al (2010) Equality and discrimination: the new law, Bristol: Jordan Publishing.

Eales, M (2013). Diversity, Equality and Inclusion in Adult Social Care

Lawson, A (2011) Disability and employment in the Equality Act 2010: opportunities lost, seized and generated, Industrial Law Journal, 40 (4) pp. 359-383.



CITY 2102

MODULE TITLE: Evaluating Professional Practice




SHORT MODULE DESCRIPTOR:This module builds upon the knowledge and analysis of the first year Professional Practice Portfolio module. The students will be able to critically evaluate their developing professionalism through examination of evidence based practice. They will be able compare the use of theoretical perspectives to enhance their practice. Students will be able to discuss their continuing development and reflect in a meaningful and critical way.



E1 (Examination)

C1 (Coursework)

100% P1 Pass/Fail



%

T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:The aims of this module are to support students in critically analysing links between theory, practice and legislation which impact upon the provision of services. Students will be able to provide personal reflections in relation to own development, planning and professional training/development.ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Evaluate links between theory, practice and legislation.2. Reflect in a critical and evaluative way on their own practice.3. Evidence on-going Continued Professional Practice to reflect their own knowledge and skills.4. Examine their roles and responsibilities and opportunities to develop through evidence based practice



PlymouthDATE(S) OF APPROVED CHANGE: TERM/SEMESTER: All Year

Additional notes (for office use only): For delivering institution’s HE Operations or


SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 105MODULE LEADER: Rachel McManus OTHER MODULE STAFF: ‘None’SUMMARY of MODULE CONTENTEncourage students to be more critically reflective and to develop their practice further through use of theory.Students will be expected to be analytical in their approach to the construction of their portfolio and to be examining their values and professionalism.Students will be encouraged to submit evidence which demonstrates their ability to communicate, manage, lead others and plan.Learners who have responsibilities for coordination, planning and or management will be encouraged to reflect on their accountability and responsibility. Links between theory and practice will be critically evaluated throughout the unit.Minimum 180 hours per year in appropriate employment/voluntary roleSUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 50Seminar 10Tutorials 6

Reflective practice 34 Students to evidence reflection on their practice

Self-directed study 100

Total 200 (NB: 1 credit = 10 hours or learning; 10 credits = 100 hours, etc)

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E_T_

Coursework C_ Professional

Practice Portfolio 100% LO1,2,3,4

Practical P_ Practical Assessment Pass/Fail L03

Updated by:R.McManus

Date:Sept 2017

Approved by: Teresa Gardner Date: Sept 2016


The Essential Guide for Experienced Teaching Assistants: 2009 by Anne Watkinson

Evidence-based Practice in Education: Richard Pring, Gary Thomas

Melnyk and Fineout-Overholt (2011). Evidence-based Practice in Nursing & Healthcare:


A Guide to Best Practice (2nd edition). Lippincott Williams & Wilkins.

Houser and Oman (2010).Evidence-Based Practice: An implementation guide for healthcare organizations. Jones & Bartlett Learning

Hargreaves and Page (2013). Reflective Practice: Key Themes in Health and Social Car. Polity Press.

Atwal and Jones (2009). Preparing for Professional Practice in Health and Social Care. Wiley Blackwell



CITY 2055

MODULE TITLE: Sociology for Health and Social Care




SHORT MODULE DESCRIPTOR:

This module will critically examine the key theories of Sociology. Using the Sociological perspectives as a model, the unit will explore how the Welfare State developed and serves to meet the needs of both the health and Social Care sectors.



E1 (Examination)

C1 (Coursework)

50% P1 Practical

50%



T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:This unit aims to provide learners with skills to be able to critically examine the key Sociological perspectives and analyse their influence on the development of Welfare services in the UK. The provision of Health and Social Care will be explored and Sociological theories linked to this provision.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Critically examine the key Sociological theories.2. Analyse the key Sociological influences on the development of the Welfare

State3. Evaluate the impact of Sociological theory on the provision of Health and

Social care.






SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 105MODULE LEADER: OTHER MODULE STAFF: ‘None’SUMMARY of MODULE CONTENT

The module will enable students to critically examine Sociological theories including Functionalism, Marxism and Feminism. This will be applied to Health and Social Care contexts. This will include analysis of the key Sociological influences on the creation of the Welfare State and a discussion of current applications of theory. The impact of Sociological theory on the provision of Health and Social care will be evaluated. This will include a historical overview and legislative frameworks alongside current issues affecting provision in contemporary society.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 50Seminar 10Tutorials 6Self-directed study 134


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Written exam

E_T_

Coursework C1_

Practical P1_Updated by:R.McManus

Date:Sept 2017


Date:Sept 2016

Recommended Texts and Sources:Giddens, A. and P. W. Sutton. Sociology. (Cambridge: Polity Press, 2013) seventh editionBilton, T. Introductory Sociology (Hampshire: Palgrave McMillan, 2002) fourth editionHaralambos, M and Holborn, M. Sociology: Themes and Perspectives (London: Collins 2013)

Holborn, M Contemporary Sociology [Cambridge: Polity Press 2015)




TITLE: Study skills for Research




SHORT MODULE DESCRIPTOR:The module aims to support student’s initial understanding of the value and range of research that is already in existence. Learners will develop their understanding of how to access and effectively use pre-existing research. Learners will also develop an understanding of reliability and validity of resources and the different research methods used to collate data.ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION


E1 (Examination)

C1 (Coursework)

100% P1 (Practical)

E2 (Clinical Examination)T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:This module aims to provide learners with a critical understanding of how to effectively use research that is already in existence. This includes an understanding of factors that affect the reliability and validity of resources and this includes the data collection method and type of resource used. This module aims to develop learners understanding of how and where to access pre-existing research and data.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:1.Justifiably select and evaluate resources2. Assess resources in terms of validity and reliability3.Evaluate resources for reliability and validity when considering research methodology used to collate data4.Collate and review pre-existing research





SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must be considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.

ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 105MODULE LEADER: Rachel McManus OTHER MODULE STAFF: ‘None’SUMMARY of MODULE CONTENTLearners will be expected to be able to evaluate research methodology and critically analyse existing research in the production of a literature review. In addition learners will be expected to be able to assess and critically review the reliability and validity issues within the pre-existing research. Learners will also be expected to be able to analyse data that has already been collated. Finally, learners will be expected to be able to analyse and evaluate resources for reliability and validity when considering research methodology used to collate data.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 50Supported Research Investigation 10

Tutorials 6Self-directed study 134Total 200

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Coursework C1_Practical P1_


Date:Sept 2017

Approved by: Teresa Gardner Date:Sept 2016

Recommended Texts and Sources:Bell,J and Waters, S (2014). Doing your research project (6th Edition).Open University Press

Bryman, Alan. (2004). Social Research Methods, (2nd edition). Oxford: Oxford University Press

Seale, Clive (ed.). (2004). Social Research Methods: A Reader. London:. Sage Publications.

Mann. P.,(1968).Methods of Sociological Enquiry. Schocken Books: New YorkDavies, H., Nutley, S. & Walter, S. (2005): Assessing the impact of social science research: conceptual, methodological and practical issues: A background discussion paper for ESRC Symposium on Assessing Non- Academic Impact of Research.


Solesbury, W., Nutley, S. & Percy-Smith, J. (2003): Models of research impact: a cross-sector review of literature and practice, Building effective research: 4, Research report, LSRC, London

Grinnell, Richard jr. (ed.). (1993), “Social Work, Research and Evaluation”, (4th ed), Illinois, F.E Peacock Publishers

Ranjit, Kumar. (2009), “Research Methodology: A Step-by-Step Guide for Beginners”, London, SAGE PublicationsAdditional notes (for office use only): For delivering institution’s HE Operations or Academic Partnerships use if required



CITY 2057

MODULE TITLE:

Improving the lives of people with long term conditions




SHORT MODULE DESCRIPTOR:This module will explore the importance of professionals in working with people who have long term conditions to improve their lives. Learners will develop in depth understanding of who is affected by long term conditions and the impact on their lives. In addition learners will be able to analyse what makes a good service for people living with long term conditionsELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION


E1 (Examination)

C1 (Coursework)

100%



T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:This unit aims to provide learners with in depth comprehension of who has long term conditions in the UK and how best to manage these by using Person Centred Care. Learners will explore different conditions such as Diabetes, Dementia, Autism, Depression, Emphysema, Hypertension, Coronary Heart Disease and Bi polar, and the incidence of co morbidity. Incidence and Prevalence will be analysed as well as the cost of providing a “Good service.” The impact of life style factors on long term conditions will also be evaluated. Government strategies to support professionals will be examined and applied to the discussion of services that meet the needs of people with long term conditions.ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Demonstrate a good understanding of long term conditions and their impact on a person’s life.

2. Analyse the importance of providing a service that reflects the needs and preferences of the person and work towards designing such a service.

3. Evaluate the impact of life style factors on long term conditions.4. Effectively use Government strategies to help to manage long term

conditions.





SECTION B: DETAILS OF TEACHING, LEARNING AND ASSESSMENTItems in this section must e considered annually and amended as appropriate, in conjunction with the Module Review Process. Some parts of this page may be used in the KIS return and published on the extranet as a guide for prospective students. Further details for current students should be provided in module guidance notes.ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 105MODULE LEADER: Rachel McManus OTHER MODULE STAFF: ‘None’SUMMARY of MODULE CONTENT

Learners will be expected to be able to have a good working understanding of long term conditions and their impact on a person’s life.Learners will be expected to be able to analyse the importance of providing a Person Centred service and work towards designing such a service.Learners will be able to evaluate the impact of life style factors on long term conditions.Learners will be able to effectively use Government strategies to help to manage long term conditions.SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 50Seminar 10Tutorials 6Self-directed study 134


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Coursework C1_

Training Session Reflective Account

Case Study

60%

40%

LO1,3

LO2,4Practical P_


Date:July 2017

Approved by:Teresa Gardner

Date:Sept 2016


https://www.gov.uk/government/policies/improving-quality-of-life-for-people-with-long-term-conditions

http://www.nhs.uk/Livewell/Autism/Pages/Autismoverview.aspx

Brown, J and Learmonth, A. (2014). Promoting public Mental Health and Well-being: Principles into practice. Jessica Kingley Publishers


http://www.nhs.uk/Livewell/Autism/Pages/Autismoverview.aspx

https://www.gov.uk/government/policies/improving-quality-of-life-for-people-with-long-term-conditions

Kitwood, Tom (1997). Dementia reconsidered: the person comes first, Open University, Buckinghamshire

Randall, S and Ford, H. (2011). A Textbook of Longterm Conditions. Blackwell Publishing

Sheard, D & Moore D. (2003). Making each day count- A day care guide for people with dementia. Alzheimer’s Society. London. ISBN 1- 872874-592.




TITLE:Psychological Perspectives in Health and Social Care

CREDITS: 20 FHEQ Level: 5 JACS CODE: C810


CO-REQUISITES: ‘None’

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR:This module aims to allow students to examine the fundamental psychological factors that may occur in the health and social care sector. Students will develop knowledge of theory that underpins health psychology and an understanding of factors that may affect the Service Users and professional practice within settings.ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION


E1 (Examination)

C1 (Coursework)

100% P1 (Practical)

E2 (Clinical Examination)T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:The module aims to examine the fundamental principles of psychological factors affecting Service Users and settings. Students will be able to reference the evidence based literature to critique a range of psychological factors in relation to health and well-being.

ASSESSED LEARNING OUTCOMES: (additional guidance below)At the end of the module the learner will be expected to be able to:

1. Identify psychological perspectives pertinent to the context of Health and Social Care.

2. Identify a range of psychological factors that may affect Service Users within health and social care environments

3. Critically analyse a range of psychological practices used within health and social care environments

DATE OF APPROVAL: 03/2015 FACULTY/OFFICE:Academic

Partnerships

DATE OF IMPLEMENTATION: 09/2015 SCHOOL/

PARTNER:City College




ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 105MODULE LEADER: Matt Appleby OTHER MODULE STAFF:

‘None’SUMMARY of MODULE CONTENTLearners will demonstrate an understanding of the key principle psychological perspectivesLearners will be able to identify a number of factors that may affect Service users within health and social care. These will include, but not limited to, adherence to medical advice, Substance use and misuse and its effects on mental health and institutionalisation.Learners will also be able to critically analyse a range of psychological practices used within health and social care environments and the impact they may have on Service UsersSUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]


Lecture 50Seminar 10Tutorials 6Self-directed study 134


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Coursework C1_

Practical P_Updated by:

Rachel McManusDate:

July 2017Approved by:

Teresa GardnerDate:

Sept 2016Recommended Texts and Sources:

R, Gross (2013). Psychology: For Nurses and Health Professionals (2nd


Edition). CRC Press

R. Gross (2010). Psychology: The Science of Mind and Behaviour (6th edition).

Hogg, M.A. and Vaughan, G.M. (2011). Social Psychology (6th edition).

Pearson.www.bps.org.uk. British Psychological Society

Eysenck, M. W. and M. T. Keane (2010). Cognitive psychology : a student's handbook. Hove, Psychology Press

Nolen-Hoeksema, S., B. Fredrickson, et al. (2009). Atkinson and Hilgard's introduction to psychology. Andover, Cengage Learning.



SECTION A: DEFINITIVE MODULE RECORD. Proposed changes must be submitted via Faculty Quality Procedures for approval and issue of new module code.MODULE CODE: CITY2059 MODULE

TITLE: Leadership and Management (Health and Social Care)

CREDITS: 20 FHEQ Level: 5 JACS CODE: N212


CO-REQUISITES: ‘None’

COMPENSATABLE: Yes

SHORT MODULE DESCRIPTOR: (max 425 characters)This module provides learners with a basic understanding of some of the issues which underpin leadership and management roles across a diverse and complex service area and includes both clinical and social contexts.



E1 (Examination)

C1 (Coursework)

100% P1 (Practical)



T1 (Test)SUBJECT ASSESSMENT PANEL Group to which module should be linked: Health and Social CareProfessional body minimum pass mark requirement: ‘N/A’MODULE AIMS:The module aims to :-

Support learners in identifying and developing the skills needed to contribute and perform effective leadership and or management within the workplace.

Provide learners with opportunities to develop their study and critical thinking abilities.

Promote opportunities for reflection both ‘in’ and ‘out’ of practice to support effective changes in the workplace and service improvement.

Facilitate the sharing of good practice strategies to enhance personal leadership, motivational and entrepreneurial skills.

ASSESSED LEARNING OUTCOMESAt the end of the module the learner will be expected to be able to:1. Demonstrate the ability to apply effective leadership and management skills in

the workplace.2. Identify, discuss and reflect upon a range of strategies implemented in

practice.3. Justify the use of strategies, tools and training to support organisational

change.



PlymouthDATE(S) OF APPROVED TERM/SEMESTER: Term 2


CHANGE:Additional notes (for office use only): For delivering institution’s HE Operations or Academic Partnerships use if required



ACADEMIC YEAR: 2017/18 NATIONAL COST CENTRE: 105, Health & Community Studies

MODULE LEADER: Kim Clifton OTHER MODULE STAFF: ‘None’

SUMMARY of MODULE CONTENTStudents will be able to consider the notions of ‘Leadership’ and ‘Management’ and as such will review definitions and models of good practice including role models. The student’s own professional practice or voluntary role will be essential for reflection to support critical thinking and analysis. Due to the continual changes and reforms to the Health and Social Care sector models which affect change and or managing change will be emphasised e.g. ‘agent of change’ (CWDC 207a) Content will consider the necessary skill sets required and distinguish between roles e.g. skills required by Managers include planning, making decisions and implementing change while Leaders inspire teams, motivate and set positive examples via role modelling. The importance of respect and inclusion will be reviewed. Links to Quality Care Standards and service industry codes of practice and conduct will be examined and discussed. Learners will participate in practical activities which will help determine different approaches to Management and Leadership styles and the impact of these upon organisations and individual roles. Finally the sharing of good practice will permeate throughout the module thus creating opportunities for peers to network.

SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]Scheduled Activities Hours Comments/Additional InformationLecture 60Seminar 10Tutorials 6Self-directed study 134Total 200

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Practical P_Updated by: Date: Approved by: Teresa Gardner


R. McManus July 2017 Date: Sept 2016Recommended Texts and Sources:Department of Health (2014) Care and Support Statutory Guidance. London. Williams Lea Dept. of HealthDevitt, S. (2011) Wellbeing in the context of public health and health promotion in Knight and A.HM Government (2012) Caring for our future: Reforming Care and Support. London: HM Stationery Office McNaught, M. (Eds.) ‘Understanding Wellbeing an Introduction for Students and Practitioners of Health and Social Care’. Banbury: Lantern PressNational Skills Academy for Social Care (2014) ‘Leadership Qualities Framework’ NSA: LondonNational Skills Academy for Social Care (2014) ‘ Responsible Leadership’ publisher NSA: London


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