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Faculty of Health and Life Sciences
Version 1
Date 28/08/2014
Module Handbook
Module Name: Return to Practice
Module Code: Level 3 UZUSCR-20-3 (Nursing and Health Visiting)
Module Leader Name: Helen Parker
2014/15
Version 1 1/3/2014
Aim of the Handbook
The handbook is a guide for students in the Department of Nursing and Midwifery. The information in the handbook can also be found in a number of other electronic or paper sources and the document provides links to the definitive data sources wherever possible.
Please note that the electronic version of the handbook will be kept up to date and you will be notified of any significant changes. If you have taken a hard copy of any information please remember to refer back to the electronic version to ensure that you are working with the most up to date information.
Contents1. Module team information......................................................................................4
2. Module specific information..................................................................................4
3. Assignment Brief..................................................................................................6
The Portfolio of Evidence.....................................................................................6
Ongoing Achievement Record.............................................................................6
Numeracy Test.......................................................................................................7Reflective Log (formative feedback) 24th-28th November 2014..............................9
4. Submission dates...............................................................................................12
5. Submission details..............................................................................................13
5. Regulations/Policies..............................................................................................13
6. Additional information and reading strategies.....................................................15
7. Communication...................................................................................................16
8. Advice and support.............................................................................................17
9. Re-registration information.................................................................................18
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1. Module team information
Module leader(s) names Helen Parker
Module team –
Name Field of Practice Telephone Email
Helen Parker Adult Nursing 0117 3288973 [email protected]
Julie Taylor Adult Nursing 0117 9656261 [email protected]
Joy Murray Health Visiting 0117 3288817 [email protected]
Nick PreddyLearning Disability Nursing
0117 3288492 [email protected]
Rankee RankinMental Health Nursing
0117 3288839 [email protected]
Lynn Denning Adult Nursing 0117 3288764 [email protected]
Joy Murray SCHPN 0117 3288817 [email protected]
Rachel Sales Children’s nursing 0117 328 8612 [email protected]
Rachel Gilbert Adult Nursing 0117 3288603 [email protected]
External examiners from other institutions are appointed to each module to act independently and work with the module team in the management of threshold academic standards. The external examiner appointed to this module can be found at http://www2.uwe.ac.uk/services/Marketing/about-us/cas/Extnl_Exam_Allocation_to_Mods.pdf
2. Module specific informationWelcome to the Return to Practice module which enables you to re-register. This module is very much about allowing us to support you to develop your own learning to meet your own needs towards re-registration with the NMC. You may be taking this module as a short course or you may also be considering further study towards completing one of the many degree options available here at UWE. Either way we look forward to working with you over the next few months to support your return to the NMC Register.
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There are six face to face study days spread out throughout the duration of the programme. The theoretical aspect of the programme is run alongside your practice placement where you will complete competencies to meet the NMC outcomes to allow you to be eligible to return to practice.
Course content Professional Values
Policies and regulations that drive and influence care delivery
Research awareness and Evidence Based Practice
Ethical practice Reflective practice
Communication and Interpersonal Skills Evaluation of care delivery Interprofessional working Compassion in care
Nursing Practice and Decision Making Primary Care, Secondary Care & Tertiary
care Public health Patient Safety and the identification of unsafe
practice Medicines and Management Assessment tools Safeguarding patients (Adults, children and
families) raising concerns Infection prevention and control Basic Life Support (Adult and Paediatric) Manual Handling Action Planning
Leadership, Management and Team Working Self-awareness in learning and development
needs Teaching and supporting others Questioning of evidence
The full module specification can be found on the following links
Nursing and health visiting module specification
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3. Assignment Brief
For re-entry on to the NMC register, there are four elements that you need to pass.
The Portfolio of EvidenceThroughout the module you need to develop the portfolio of evidence to complement and support learning in practice this will be used as evidence for the achievement of the learning outcomes in the Ongoing Achievement Record.
The underlying principles for the development of a Portfolio of Evidence is to support and maintain best professional practice and to enable the you to maintain your registration for future practice as part of NMC The Prep requirements (2008).
The portfolio can be scrutinised by the sign off mentor and your personal tutor. In addition the Module leader will scrutinise a selection of portfolios for parity and to ensure standards are maintained across the branches.
The Portfolio of Evidence can be used to support the achievement of the practice competencies within the Ongoing Achievement Record
Ongoing Achievement RecordSelf-assessment is an integral part of the process of returning to the register. You will self-assess your abilities against the traffic light grading system in the Ongoing Achievement Record prior to any formal mentor assessment interviews.
The Ongoing Achievement Record is the generic assessment tool for all fields of practice (Adult, Child, Mental Health, Learning Disability and Health Visiting) used to demonstrate the achievement of practice competencies. Only a sign off mentor in the practice placement will assess and verify your achievements in the Ongoing Achievement Record.
You are expected to work a minimum of 40% of the time with your sign of mentor, so that they are able to assess your clinical work documenting your ability to meet the outcomes in the Ongoing Achievement Record.
To successfully complete the Ongoing Achievement Record you will need to achieve all competency standards identified within the document and be graded as green for success.
Numeracy Test The Nursing and Midwifery directive (NMC 2007) requires all students in their programme of nursing to demonstrate competency in numerical assessment to
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support the achievement of the clinical skill cluster ‘Administration of Medicines’ for entry to the NMC register.
The ‘Sign Off Mentor’ will require evidence of your pass to achieve of ‘Green’ in the Ongoing Achievement Record.
The numeracy test will be taken under controlled conditions at the University – the test date is indicated in your timetable.
What will I be expected to do?
The test is made up of 25 randomised multiple choice questions (MCQs) and to pass you have to answer 20 or more questions correctly to attain the 80% pass mark required by the end of the programme .
When taking the test it is acceptable for you to use a calculator. Please note within the practice setting you may be expected to demonstrate numeracy skills through manual calculation (without a calculator).
In total you will be allowed 5 attempts to successfully complete the test and you will have 2 hours in which to answer all 25 questions within the test, after this time the test will stop and you will not be able to proceed any further nor will you be able to view the questions you have answered. If you run out of time this will count as one attempt and you will need to re-take the test, likewise if you answer less than 20 questions correctly you will need to retake the test. Once you have made an answer selection and moved onto the next question there is no way of going back to amend your work. The test can be found by clicking on http://learntech.uwe.ac.uk/numeracy; this will take you to the numeracy study skills web resource. You will need to click on the ‘numeracy test’ link (left hand side) then year 3. This takes you to the ‘log in’ page.
It is advisable that you use no more than 3 practice attempts prior to undertaking the test under controlled conditions.
Please note: The test site does not display how long you have left during the test; neither will it warn you when your time is nearly up so it is very important to monitor your own time during the test by having a stop watch or clock nearby. When taking the test do not at any time press the back key at this will result in all of your work being ‘lost’.
On completing the test you will be able to view the questions you did not answer correctly, your overall score will then be displayed on the sites results page. If you complete the test successfully you will be prompted to print two copies of the results page which you will need to sign to confirm that you passed the test through your own unaided work.
You will be given 2 copies of your numeracy test
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1. Copy 1 will be retained by you as evidence for your mentor to support the clinical skill of drug calculations within Administration of Medicines in your Ongoing Achievement Record.
2. Copy 2 should be retained and kept in your Portfolio of Achievement to contribute to your assessment and end of RTN review.
Please note you are strongly advised to seek support if you are concerned or having difficulties.
Information on the results page also informs you how to view the questions you answered incorrectly, If you need to retake the test, it is then advisable that you to practise the type of questions you found difficult by referring back to the numeracy study skills web pages, gaining support from your personal tutor.
You can also access through Blackboard a ‘Numerical Assessment in Practice workbook’ for your field of practice (Adult, Mental Health, Learning Disability or Children’s Nursing) that has been designed to support your achievement of numerical skills and Administration of Medicines with the Ongoing Achievement Record.
Reflective Log (1500 words)
A 1500 word reflection which focuses on at least three of 6cs of nursing (communication, compassion, commitment, courage, competence and care).These may be very specific but in turn should relate to at least one of the competencies for returning to practice from the Ongoing Achievement Record. The chosen areas for reflection should enable you to; demonstrate application of your knowledge and to analyse the evidence, to include discussion about how this impacts on your personal responsibility and professional codes of conduct within your role and future professional practice.
As part of your portfolio of evidence please also include an action plan as an appendices using a SMARTER* template that critically analyses personal and
professional development. The action plan will consider future career aspirations, and learning needs. In this way your portfolio of evidence will
capture the past and present and the action plan as the future.
*Specific Manageable, Achievable, Relevant, Time limited, with Evaluation and Review
We will explore the 6cs of nursing in class but here is a link to a brief intro
http://www.youtube.com/watch?v=VztWjL1TlGk
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The chosen areas for reflection should enable you to; demonstrate application of your knowledge and to analyse the evidence, to include discussion about how this impacts on your personal responsibility and professional codes of conduct within your role and future professional practice.
The following outline and suggestions may help:
Analyse experiences to identify the learning points for you. These could be varied such as learning about yourself; the organisation/the context of work, behaviours, skills, ethics, psychosocial/political factors.
Explore these learning points and the appropriate literature/evidence, comparing and contrasting salient points from your experience and from the literature/evidence.
Do not forget to explain how this new learning has influenced your return to nursing and/or future plans.
Remember that like an essay, the structure should include an introduction, development and conclusion. A reference list must be included with the log.
When writing, remember to question and challenge any assumptions & don’t forget to include sources of evidence to support your conclusions and reference your work as it is important that you use appropriate literature to support your work. This should be relevant and current. If you are using old sources you should justify their inclusion.
Seek tutorial support in adequate time to receive feedback on your draft work. This should then help you to develop your skills in reflective writing further. Work will not be reviewed by any member of the module team two weeks before the submission deadline.
Reflective Log (formative feedback) 24th-28th November 2014If you want to receive formative feedback on your academic writing there is a one week window during which time you are encouraged to send a member of the team the following.
A brief outline of your approach to the essay
A 300 word sample of your work that we can review and send you feedback before the next taught classes.
Reference list of the supporting information that you have found through literature searching that you planning on using or are considering using – this will show us what literature you are planning to use.
A list of who to email your formative to will be uploaded onto Blackboard.
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Presentation
Your work should be word processed with font size 12 and 1.5 or double spacing.
Your student number should appear on every page, preferably in a header or footer.
You should also declare a word count at the end of the work.
Marking criteria
The following SEEC descriptors will be used in marking your final submission;
Knowledge & Understanding; 20% Intellectual Skills: 50% Transferable skills 15% Professional/Practical skills: 15%
More detailed information on level 3 SEEC descriptors are available within the Student Faculty Handbook. A copy of these Descriptors will also be available in the assessment section of the Module Blackboard site.
Word countThe word count includes ALL text, from the first word of the essay to the last (including headings, tables, citations, quotes, and lists) but NOT including the reference list NOR appendices. References must be in UWE Harvard format (the style recommended in the BPS Publication Manual is also acceptable). Appendices or footnotes are NOT to be used to compensate for the word limit, otherwise they will not be marked. There is no mark penalty for exceeding the word limit but markers will stop reading once the word limit (or thereabouts) has been reached. Students will be required to state the word count truthfully - incorrectly understating the word count will constitute an assessment offence.
Guidelines on citations and references
In the course of your studies you will be expected to acknowledge books, journal articles, web sites etc, used in the preparation of assignments, projects, essays, and dissertations by producing a list of references and/or a bibliography with each one. The reference list gives details of sources you have referred to (cited) within your text; the bibliography lists sources you have used but not referred to directly. References (citations) within the body of an assignment should be linked to the reference list using the Harvard system of referral. This requires the authors’ surname and the year of publication to be inserted at every point in the text where reference is made to a particular document.
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Why reference?
There are a number of reasons why you should provide references:
to demonstrate that you have considered other people's opinions and read around your subject;
to acknowledge other people's work and/or ideas - and thus avoid accusations of plagiarism (plagiarism: is the act of presenting the ideas or discoveries of another as one's own);
to provide evidence for a statement; to illustrate a point or offer support for an argument/idea you want to make; to enable readers of your work to find the source material, e.g. for a particular
methodology you have used; and to direct readers to further information sources.
When preparing reports, essays, etc. for assignments at UWE, if you wish to refer to something you have read you MUST give a reference for this material.
Referencing styles
There are a number of different referencing systems in use. Each one has been developed to suit the particular needs of specific users.
One system used commonly is the ‘Harvard system’. This is the referencing system used within the Faculty of Health and Life Sciences.
UWE Library Services have undertaken an extensive review and provide UWE-approved guidance on what is expected by all UWE Faculties that use the Harvard style.
For details of how to reference according to the UWE-approved Harvard referencing style, please visit the Referencing section of UWE Library Services’ iSkillZone (http://iskillzone.uwe.ac.uk/). You can also download a pdf booklet from the site and obtain a printed quick-reference handbook on referencing from your campus library, for a small fee.
You will find advice on how to list references within the body of the text, as well as how to present the reference list. Examples and guidance on over 60 different types of resources are given to assist you.
If you require further assistance with referencing, visit the Library Services web site: http://www.uwe.ac.uk/library/
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4. Submission dates
Component B (Essay) By 14.00 on the 13.01.15
Publication of Results: Provisional results will be available for collection from the online submission web pages on the from Midday
Component A (OAR) By 14.00 on the 13.01.15
In person into the Submission Box (A block Corridor)
In person to the Programmes Office 2B24, Faculty of Health and Life Sciences, Glenside Campus, Blackberry Hill, Stapleton, Bristol BS16 1DD
Or you can send your portfolio by post, addressed to the Programmes Office 2B24, Faculty of Health and Life Sciences, Glenside Campus, Blackberry Hill, Stapleton, Bristol BS16 1DD. Please note the following:
If you are submitting by post the envelope must have a postmark showing the submission date and you should obtain a Certificate of Posting as evidence in case of queries.
Please make sure you have used stamps of sufficient value. You can get submissions weighed at the Post Office at the same time as asking for a certificate of posting.
If you wish to receive confirmation that your work has been received, you can enclose a stamped addressed postcard (or sealed envelope) which will be posted back to you.
These components will then be conferred at the following boards
Field Board: 10th Feb 2015 Award Board: 18th Feb 2015
Resubmission dateAugust date TBC as this is a professional practice module any reassessment opportunity will be at the discretion of the Award Board.
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5. Submission details Please note that the submission deadlines are absolute and based on UWE server time, therefore you are strongly advised to submit work well ahead of the deadline dates to avoid situations where penalties could be incurred. If penalties are imposed it will result in late work submissions being capped or not accepted for marking.
If you are submitting your coursework in the submission boxes please ensure that the work is secure and placed in a plastic wallet, unless you have been advised to submit it in another style. Don’t forget to print your coursework coversheet from myUWE which should also be attached to your work. For submitting your reflection please watch the video below.Submitting assignments online (video demonstration)
MyUWE is used to communicate provisional marks, provide cover sheets for assessments and to submit work.
Each assessment you submit will be returned to you with written feedback, and consists of comments made by tutors on students’ assessed work which enables students to understand how they have met the defined assessment criteria and identifying areas for further improvement. Feedback on, and an outcome for, assessment shall be provided individually or in groups in an appropriate format and within 20 working days (excluding student vacation periods) following the deadline for submission of the assessment concerned. Where the period is longer than 20 working days students should be informed of the deadline for the provision of feedback and rationale for the extension. Outcomes which have not been confirmed by an examining board shall be considered as provisional.
Date of submission feedback – 10th February 2015
5. Regulations/PoliciesThe University regulations are designed to ensure consistency and equity for students and to provide clarity in how they will be treated by the University in any given situation;
Regulations:http://www1.uwe.ac.uk/students/academicadvice/assessments/regulationsandprocedures.aspx
Assessment Offences
In order to ensure that all students are assessed fairly and equitably, it is important that markers are able to be sure it is your own work which is being assessed and that all your assessed work is done within the University rules and regulations. If a
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marker or invigilator believes that you have committed an assessment offence this will be reported and the allegation will have to be investigated. The University take the committing of assessment offences very seriously. Action is always taken to investigate and follow through any such cases that are reported. The process and consequences can be found within the UWE Academic Regulations.
An assessment offence is defined by the University as ‘Passing off the work of others as one’s own including copying (reproducing or imitating), cheating, collusion (agreement to deceive, using words or ideas of colleagues or other students and passing them off as your own), plagiarism (stealing someone’s words or ideas and passing them off as your own) and other breaches of assessment or other examination regulations or procedures. Cheating, collusion and plagiarism are the use of unfair means of presenting work for assessment or of aiding another student to do so.
Plagiarism – Demonstrating that you have read a wide range of material (books, journals or other sources) in writing a piece of coursework is essential, but so is ensuring that you acknowledge that work properly through correct referencing i.e. the naming of authors/sources and the use of paraphrasing, quotation marks or indented paragraphs.
Collusion – You may be asked to work with other students on a project, in class or analysing data, it is essential that any work you hand in for assessment purposes is written up by you on an individual basis. The text and diagrams / pictures etc. you use must be your own. You must be particularly careful if you are sharing a computer with another student or passing information between yourself and others in an electronic format such as by disc or email that you do not use someone else’s words – or that they use your words.
Non-compliance – it is important that you follow the instructions given to you by staff and adhere to the regulations of the University. For example, non-compliance could include taking unauthorised papers or items into an examination room or falsely claiming extenuating circumstances or late work.
http://www1.uwe.ac.uk/students/academicadvice/assessments/assessmentoffences.aspx
In addition to the academic regulations, students should pay particular attention to the IT Acceptable Use Policy as this defines what you can or cannot do for the protection of systems and of individual users.
The word count includes ALL text, from the first word of the essay to the last (including headings, tables, citations, quotes, and lists) but NOT including the
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reference list NOR appendices. References must be in UWE Harvard format (the style recommended in the BPS Publication Manual is also acceptable). Appendices or footnotes are NOT to be used to compensate for the word limit, otherwise they will not be marked. Students will be required to state the word count truthfully - incorrectly understating the word count will constitute an assessment offence.
Word count policyhttp://www1.uwe.ac.uk/aboutus/policies
Referencing guideReferencing is the technique used to direct readers of a piece of written work to the sources of information that have been used in the preparation of the written work.
If you wish to refer to something you have read you MUST give a reference for this material. The University Library provides advice on managing references, see: http://www1.uwe.ac.uk/students/studysupport/studyskills/referencing.aspx
Marking criteria
Whilst the marking scale is continuous (100 - 0%), marking criteria definitions are described at (10%) intervals. For an undergraduate assessment element, achieving 40% of the assessment objectives is considered a PASS.
6. Additional information and reading strategiesModule reading guides for each field of practice will available via Blackboard.
Suggested reading:-
Boyd, C. (2013) Medicine management skills for nurses [online]. London: Wiley-Blackwell. [Accessed 27 November 2013].
Burton, R. Ormrod, G. (2011) Nursing: Transition to Professional Practice (Prepare forPractice. [online]. Oxford: Oxford University Press [Accessed 13 February 2013].
Holland, K. and Roberts, D. (2013) Nursing: decision making for practice. Oxford: Oxford University Press
Jones, L. and Bennett, C. (2012) Leadership in Health and Social Care, An introduction for emerging Leaders. Banbury. Lantern.
Kilgallon, K. and Thompson, J. (2012) Mentoring in Nursing and Healthcare. Apractical Approach. London. Wiley-Blackwell.
Howatson-Jones, L. (2013) Reflective Practice in Nursing. 2nd ed. London. LearningMatters Ltd.
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Nursing and Midwifery Council (2008) The NMC code of professional conduct:standards for conduct, performance and ethics. London. NMC
Nursing and Midwifery Council (2009) Record keeping: Guidance for nurses and midwives: London. NMC.
Nursing and Midwifery Council (2013) Raising and escalating concerns. London.
NMC. Nursing and Midwifery Council (2011) The PREP handbook. London. NMC.
Rogers, K. and Scott, W. (2011) Nurses! Test Yourself in Essential Calculation Skills.[online]. Maidenhead: Open University Press. [Accessed 27 November 2013].
Sellman, D. and Snelling, P. (2010) Becoming a nurse: a text book for professional practice. Harlow: Pearson Education.
Shaw, M. Fulton,J. (2012) Mentorship in Healthcare. Keswick: M & K publishing.
Temple, J. (2012) Becoming a Registered Nurse- Making the Transition to
Practice.Exeter. Learning Matters.
Thistlethwaite J. (2012) Values-Based Interprofessional Collaborative Practice. [online]. Cambridge. Cambridge University Press. [Accessed 27.01.14].
Timmins, F. and Duffy, A. (2011) Writing Your Nursing Portfolio: A Step-by-StepGuide. [online]. Maidenhead: Open University Press. [Accessed 15 November 2013].
Wheeler, H. (2012) Law, Ethics and Professional Issues for Nursing: a Reflective andPortfolio-building Approach. [online]. London: Routledge. [Accessed 15 November2013].
7. Communication
The main communication channel used by the University and the Faculty is the UWE student portal, myUWE. The myUWE link appears at the top of the University staff and student intranet home page alongside that of the library and gives you access to the portal, where much of the information relevant to you will appear, including important announcements. myUWE gives you access to a wide range of course information, including links to Blackboard for modules you are currently studying. Blackboard provides the main communication channel for module specific information and should be checked regularly for new content and announcements.
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Also from myUWE you can access your UWE student email account, which you are expected to check regularly (at least twice a week) as this is the email address that the University will use to contact you. If you do not activate this account, or chose to automatically forward emails to a different email account, then the University will not be responsible if you miss important information such as details about classes, assessments, examinations, fees, registration etc.
Please see http://info.uwe.ac.uk/myUWE/guidance/ for further information on all aspects of your myUWE portal.
Throughout your time with us, you will receive regular communication from your module leaders, and also administrative staff, and it is your responsibility to ensure that you read everything that you are sent, and act upon it where appropriate.
The main communication channel used is the Blackboard for all the modules you are currently studying. Blackboard provides the main communication channel for module specific information and these too should be checked regularly for new content and announcements.
Please see http://info.uwe.ac.uk/myUWE/guidance/default.asp for further information on all aspects of your myUWE portal.
8. Advice and support
There are a range of facilities and services available to go to for advice and support depending on what the issue is. Remember-asking for help at the earliest possible stage will help you in the long run. Your first point of call should always be your Academic Personal tutor, as they will be able to sign post you to the right services and will be able to deal with specific matters relating to teaching and learning http://www1.uwe.ac.uk/students/studysupport/academicpersonaltutor
However you are more than welcome to talk to other members of UWE staff depending on who you feel most comfortable talking to.
Online resources and learning support, together with advice from Library Services on managing references and improving your learning, writing and research skills are available, see: http://www1.uwe.ac.uk/students/studysupport/studyskills.aspx
If you need help with a particular mathematical or statistical problem, then just pop along to an espressoMaths session, sit down at the espressoMaths table, and have a chat with one of the staff on duty; this person will be able to provide you with free user-friendly advice concerning your problem see: http://www.cems.uwe.ac.uk/mslc/
The University also provides support to students relating to a range of matters through the Information Points see:
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http://www1.uwe.ac.uk/students/informationpoints.aspx and specialist advisers.
Advice on study-related issues including assessments can be found athttp://www1.uwe.ac.uk/students/academicadvice/academicappeals.aspx andhttp://www1.uwe.ac.uk/students/academicadvice/assessments/extenuatingcircumstances.aspx affecting your ability to study
Wellbeing advice, from staying healthy to counselling.http://www1.uwe.ac.uk/students/healthandwellbeing.aspx
Information on student feedback and surveys.http://www1.uwe.ac.uk/students/studentexperience.aspx
Equality and Diversity http://www.uwe.ac.uk/groups/equalityanddiversity/
9. Re-registration informationThe registration process begins after your results have been presented to the Award board in relation to your re-registration.
Data Transmission and Processing Students who pass the return to nursing module will have their result transmitted to the NMC using the information held on the University's computerised student records system. The transmission will be carried out over 3 working days. Your full name and HOME address including the postcode must be correct on your student record to ensure successful registration. The NMC will only use this address to communicate with you.
The NMC will send you a pack that needs completing and requires 3 references
Ref 1, needs to be complete by the Head of Department as they are the NMC approved signatory who is responsible for directing the educational programmes here at UWE. Please can you send these to Lisa Stenner C/O Department of Nursing and Midwifery, Faculty of Health and Life Sciences, University of the West of England, Bristol BS16 1DD.
Ref 2 & 3, please follow the information from the NMC about who can sign these.
If you want us to send your completed application paper work ( i.e. all refs 1,2, & 3 etc) onto the NMC we can do this if you send them all to us (i.e. 2 & 3 completed) or if you want us to return the ref 1 to you to send to the NMC yourself please send us a SAE.
Please note that it normally takes around three weeks for the full registration process to be complete – assuming you return your forms promptly.
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Registration Queries
If you have a query about your registration, please contact New Registrations at the NMC: 020 7333 9333, or e-mail [email protected].
You can also visit their website at www.nmc-uk.org, or you can write to: Registrations Department, NMC,23 Portland Place, London W1B 1PZ
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General Overview of Module Timetable Prep and self directed study
Study day 1
10.00-12.00 Welcome and Introductions Module/course introduction Group introductions Wordles (www.wordle.net) Enrolment/registration queries
13.00-16.00 Module/course introduction Blackboard and Online learning resources Online assessment Essays Roles in Transition Registered Nurses and
Health Visitors from previous cohorts join the group
Group contracts and learning agreementsDay 2 10.00-12.00 Module/course introduction
NMC outcomes Evidence OAR - (midwives to go to join Gillian) Getting the best out of your mentor
13.00-16.00 Library and study skills Evidence based practice The changing context of health care
Post an introduction of yourself and photo on Blackboard
You will be divided into 5 smaller groups at the end of the today. Each group will prepare a 15 minute presentation exploring published reports/enquiries related to patient safety
Day 3 10.00 – 12.00 Ethics and reflection Feedback from practice Ethical practice Reflective practice
13.00-16.00 Safeguarding (the entire family)
Access the NMC safeguarding site and materials, and new NMC code of conduct
Day 4 1000-12.00 Patient safety presentations from groups Patient safety and safety management – what
have we learned?14.00-16.00 Numeracy assessment
Numeracy (resources) on BlackboardVirtual Drug Rounds
Day 5 10.00-12.00 Quality care and care quality Feedback from practice Patient and Public involvement
13.00-16.00 Assessment Workshops
Day 6 10.00-12.00 Resilience workshops
1330-1530 Jumping out of the bowl personal action plan workshops)15.45-16.30 What Next
To Degree or not to Degree Review/feedback and Course
evaluation The process of Re-registering Wordles
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Undergraduate Marking Grid adapted from
SEEC Assessment Guidelines – LEVEL 3
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Percentage 0-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100
Overall Descriptor Very Poor Poor Inadequate Acceptable Satisfactory Good Very good Excellent Outstanding
KNOWLEDGE AND UNDERSTANDING
Knowledge Base: has a comprehensive/detailed knowledge of a major discipline(s) with areas of specialisation in-depth and an awareness of the provisional nature of knowledge
Little or no relevant material &/or
significant factual errors
Insufficient relevant
material &/or factual errors
Some relevant material but significant
omissions &/or factual errors
Some relevant material and
adequate understanding
but some omissions.
Relevant with a satisfactory level of understanding
but some omissions
Substantial and appropriate use of
material
Comprehensive selection and utilisation of
material
Extensive knowledge and understanding
Exceptional depth and
understanding
Ethical Issues: is aware of personal responsibility and professional codes of conduct and can incorporate a critical ethical dimension into a major piece of work
Little or no awareness &/or
discussion
Insufficient awareness &/or
discussion
Limited awareness &/or
discussion
Evidence of acceptable
awareness but limited
discussion
Satisfactory awareness and
debate
Substantial awareness and debate of issues
Comprehensive awareness and debate of issues
Extensive awareness and ability to debate
issues
Exceptional awareness and
debate
INTELLECTUAL SKILLS
Analysis: can analyse new and/or abstract data and situations without guidance using a range of techniques appropriate to the subject
Little or no analysis Insufficient analysis
Descriptive, little evidence of
analysis
Evidence of acceptable analysis but somewhat
limited
Satisfactory analysis
Substantial analysis evident
Comprehensive
analysis evident
Extensive and detailed analysis
Exceptional level of analysis and awareness of complexities/ contradictions
Synthesis: can transform abstract data and concepts for a relevant purpose and can design novel solutions
Little or no synthesis
Insufficient synthesis
Limited synthesis
Evidence of acceptable
synthesis but somewhat
limited
Satisfactory synthesis
Substantial evidence of synthesis
Comprehensive synthesis evident
Extensive synthesis
exceptional synthesis,
demonstrating creativity and imagination
Evaluation: can critically evaluate evidence to support conclusions/recommendations, using an appropriate framework. Can investigate contradictory information/identify reasons for contradictions
Little or no evaluation
Insufficient evaluation
Limited evaluation
Evidence of acceptable
evaluation but somewhat
limited
Satisfactory evaluation
Substantial evaluation
Comprehensive evaluation
Extensive evaluation
Exceptional evaluation throughout
Application: is confident and flexible in identifying and applying appropriate concepts
Little or no Insufficient Limited Evidence of acceptable
application but
Satisfactory Substantial Comprehensive extensive Exceptional
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Percentage 0-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100
Overall Descriptor Very Poor Poor Inadequate Acceptable Satisfactory Good Very good Excellent Outstanding
/tools/methods. Able to critically evaluate the relevance and significance of the evidence presented, in novel ways
application application application somewhat limited
application application application application application
TRANSFERABLE SKILLS
Management of Learning Resources: Can select and manage information from a range of sources, using appropriate research strategies. Can reference material appropriately.
Little or no evidence of appropriate
management of learning resources
Insufficient evidence of appropriate
management of learning
resources
Limited evidence of appropriate
management of learning
resources
Evidence of acceptable
management of resources but
somewhat limited
Satisfactory evidence of range
of resources
Substantial range of resources used
Comprehensive selection and use of a range of relevant
resources
Extensive selection and use
of a range of relevant
resources
Exceptional selection and use of a range
of relevant resources
Communications: can engage effectively in debate, in a formal manner, and produce detailed and coherent reports
incoherent and/or incomprehensible
Insufficient and/or unclear
Limited expression
Generally acceptable but
some limitations
Satisfactory communication
Clear and concise, with effective
signposting of ideas
Effective, appropriate and
professional
Excellent communication
and presentation
Exceptional ability to
communicate and structure
effectively
Group working: can interact effectively within team learning professional group, recognise support or be proactive in leadership, negotiate in a professional context and manage conflict
Little or no evidence of appropriate group
working skills
Insufficient group working
skills
Limited group working skills
Evidence of acceptable
group working skills but
somewhat limited
Satisfactory group working skills
Substantial evidence of
appropriate group working skills
Comprehensive evidence of
effective group working skills
Excellent group working skills demonstrated
Exceptional group working
skills demonstrated
Self evaluation: is confident in application of own criteria or judgement and can challenge received opinion and reflect on action. Can seek and make use of feedback
Little or no evidence of self evaluation
Insufficient self evaluation
demonstrated
Limited self evaluation
demonstrated
Acceptable self evaluation
demonstrated but somewhat
limited
Satisfactory self evaluation
Substantial evidence of self
evaluation
Comprehensive evidence of self
evaluation
Excellent self evaluation
demonstrated
Exceptional self evaluation
demonstrated
Autonomy: can take responsibility for own work and critique it
Little or no evidence of appropriate
autonomy
Insufficient autonomy
demonstrated
Limited autonomy
demonstrated
Acceptable autonomy
demonstrated but somewhat limited
Satisfactory autonomy
demonstrated
Substantial evidence of autonomy
Comprehensive evidence of autonomy
Extensive evidence of autonomy
Exceptional autonomy
demonstrated
Problem solving: is confident and flexible in identifying and defining complex problems and the application of appropriate
Little or no evidence of appropriate
problem solving
Insufficient evidence of appropriate
Limited evidence of appropriate
Acceptable evidence of appropriate
problem solving
Satisfactory problem solving
evident
Substantial evidence of appropriate
Comprehensive evidence of appropriate
Excellent problem solving
demonstrated
Exceptional problem solving demonstrated
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Percentage 0-19 20-29 30-39 40-49 50-59 60-69 70-79 80-89 90-100
Overall Descriptor Very Poor Poor Inadequate Acceptable Satisfactory Good Very good Excellent Outstanding
knowledge/tools/methods to their solution
problem solving problem solving but somewhat limited
problem solving problem solving
PRACTICAL SKILLS
Application of Skills: can operate in complex and unpredictable contexts, requiring selection and application from a range of innovative or standard practical skills
little or no evidence of appropriate
application of skills
Insufficient evidence of appropriate
application of skills
Limited application of
skills
Acceptable application of
skills but somewhat
limited
Satisfactory application of
skills
Substantial evidence of appropriate
application of skills
Comprehensive evidence of appropriate
application of skills
excellent application of
skills demonstrated
Exceptional application of
skills demonstrated
Autonomy in skill use: able to act autonomously, with minimal supervision or direction, within defined guidelines
Little or no evidence of appropriate
autonomy in skill use
Insufficient autonomy in
skill use demonstrated
Limited autonomy in
skill use demonstrated
Acceptable autonomy in
skill use demonstrated but somewhat
limited
Satisfactory autonomy in skill
use demonstrated
Substantial evidence of
autonomy in skill use
Comprehensive evidence of
autonomy in skill use
Extensive evidence of
autonomy in skill use
Exceptional autonomy
demonstrated in skill use
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