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PRE-VISIT SUBMISSIONSelf-evaluation questionnaire (SEQ) for PWP programmes

You should complete this self-evaluation questionnaire (SEQ) if you are submitting your accredited provision ahead of a partnership visit.

The questionnaire is split into two sections:

Section A asks for key information about the award(s) you are submitting for accreditation, including details of who we should contact if we have queries about your application.

Section B invites you to self-evaluate your programme(s) against each of our eight programme standards.

The BPS is committed to respecting your right to privacy and data security and to handling the information you provide responsibly within the requirements of the UK Data Protection Act. Your accreditation submission will be shared with Society staff and Members who work with us as authorised agents to deliver the accreditation process on our behalf. Our full privacy policy is available at: www.bps.org.uk/privacy-policy or by written request to ‘Enquiries’ at the Society offices.

Psychological Wellbeing Practitioner

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Preparing your submissionTo allow our reviewers to easily navigate your submission and to avoid delays we ask that you submit in the following way:

1) A main folder should be created using your University name, with a sub-folder then created for each of the Programme Standards i.e. Programme Standard 1, 2 and so forth, each of these folders will sit in your main folder.

Please keep file names and folder structures as short as possible as files and structures that are too long may affect the documents being downloaded by our reviewers. The structure should be no more than 3 levels, for example:

University of xx – Programme Standard x – 2.2 Programme Guides – files

We advise that file names be kept at 50 characters with spaces, and label each piece of supporting evidence sequentially in relation to its folder i.e. 1.1, 1.2, 1.3 and 2.1, 2.2, 2.3.

2) The SEQ must be submitted as a Word Document and should be contained within its own folder named SEQ, which will sit in the main folder. Please note that we only require one SEQ for all Undergraduate Programmes.

3) Please use generic terms for each document within the folder i.e. Staff Student Liaison Committee Minutes

4) Include a proposed timetable within the SEQ folder. Our standard timetables can be found on our website using the download link below. Our timetables provide a guide for education providers planning for a partnership visit, therefore we are keen for you to propose a timetable that best meets your needs.

For further guidance on the submission process please refer to ‘Accreditation through Partnership: Preparing for a partnership visit’ and the ‘Standards for accreditation’ which can be found on our website at www.bps.org.uk/accreditationdownloads

Please Note that your submission will be returned if the structure does not follow these guidelines.

Sending your submissionYou should provide your completed submission via our secure online sharing platform – Hightail:

1) Compress all of your Files into one Zip File2) Copy and paste the following link into your web browser,

https://spaces.hightail.com/uplink/BPSPAcT3) Add your compressed Zip File to the screen as requested.4) Add information to the ‘From’ and ‘Message’ boxes and click upload. In the message field,

please note your University, programme, point of contact and email address.

If you have any queries in relation to your submission, please contact [email protected]

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Section A: about your provision1. The education provider

Name of awarding institution:

Academic unit(s) in which the provision is based:

Full address (to assist us in relation to future visit planning, where required):

Name of Programme Director(s):

You should tell us the name of the staff member(s) with overall academic responsibility for the provision and its delivery and development.

Franchising arrangements:

Is the provision franchised for delivery by a partner institution? Yes / No

If yes, please state the name of the partner institution.

2. The application

Who should we approach with any queries about this application?

You should tell us the name and role of who we should approach with any queries about your application, and provide us with an email address and telephone number for them.

Senior management sign off:

We require the Head of the academic unit in which the provision is based to sign off this application.

By providing your name, role and date of submission you confirm the accuracy of the information contained within this application, and the provision of the additional evidence.

Name and role:

Date of submission:

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3. The programme(s)If your submission covers more than one programme, please add further rows to this table as required.

Full name of programme

(as it appears on award certificate)

Mode of study (tick all that apply)

Is the award

validated?

Trainee numbers (FTE)

Date of first intake

Intake from w

hich accreditation sought

Full-time

Part-tim

e

Blended learning

Distance learning

Yes

No* Current

(if the programme is already running)

Projected

(if the programme is brand new)

* Note: If your programme has not yet been validated, please indicate the date on which the validation event (or equivalent) is planned to take place.

4. Collaborative links

Name of commissioning body/LETB:

Proposed commissioned numbers per intake:

Proposed self-funded places per intake:

Employing PCT(s)/other services or voluntary/independent sector partners:

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4. The checklistThe sources of evidence to be supplied alongside this self-evaluation questionnaire are outlined below. This list should be considered alongside our handbook, Accreditation through Partnership: Preparing for a partnership visit.

Programme standard Required evidence source (or equivalent alternative source if appropriate)

Enclosed?

Y/N

Programme standard 1: Programme Design

Programme specification.

Programme standard 2: Programme Content (learning, research and practice)

Module outlines.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks if applicable.

Programme standard 3: Working ethically and legally

There are no additional evidence requirements for this standard.

N/A

Programme standard 4: Selection and admissions

Equality, Diversity and Inclusion Policy. Please provide a

link

Recognition of Prior Learning Policy (if applicable).

Please provide a

link

Programme standard 5: Trainee development and professional membership


N/A

Programme standard 6: Academic leadership and programme delivery

CVs / brief biographies for all staff listed in item 6.3.

Programme standard 7: Discipline specific resources


N/A

Programme standard 8: Quality management and governance An overview of any feedback collected

by the programme in relation to quality matters (e.g. internal programme review document).

Copies of minutes of key programme committees for the last year e.g. Board of Studies, Programme Board and its subgroups. Individual trainee information

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should be redacted.

Copies of the most recent report by your external examiner(s).

Responses to the report by your external examiner(s) detailing any actions taken, if applicable.

(international/franchised provision only) Outline of the arrangements in place to support the collaborative delivery of the programme by external partner(s)

Please note that our reviewers may request clarification or ask for further information in addition to the event that the evidence sources outlined above do not adequately demonstrate fulfillment of the accreditation standards.

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Section B: self-evaluation against our standards

In this part of our questionnaire, we ask you to tell us about the context in which your provision is delivered and the rationale for its development. We invite you to self-evaluate your provision against our eight programme standards. When you complete this part of the questionnaire you must refer to the relevant accreditation standards and the associated process handbook (www.bps.org.uk/accreditationdownloads).

Context and rationaleInformation required Commentary

How does your provision contribute to the strategic aims of your institution?

Please provide a brief outline.

What are the distinctive features of this provision?

Please briefly outline what you feel to be the distinctive features or strengths of this provision, using bullet points. These may relate to staff expertise, the provision, the academic unit in which it is based, or the education provider more generally.

How has the provision changed since the last review undertaken by the Society?

Please briefly outline any significant changes to your programme(s) (e.g. content, assessment, structure) or the resources underpinning delivery (e.g. staffing, discipline-specific resources, quality management).

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Programme Standard 1: Programme Design

1.1 Please list below each of the modules of which the accredited award is comprised (note: please add rows as required):

Module code

Module title Level Credits Mandatory /optional

Name of module leader

Assessment

Information required Commentary

1.3 Please confirm that all modules must be passed in order to gain the award

1.4 Is any compensation permissible across the above modules?

Yes / No (delete as appropriate; no compensation/condonement is permissible for a failed clinical competence assessment)

1.5 Please outline the mechanisms that are in place for dealing with fitness to practise issues, and with incompetent/unethical behaviour

1.6 Is there any specific good practice you wish to highlight in relation to this standard?

For any good practice highlighted, please describe the impact of that good practice on the quality of the overall trainee experience, or on other aspects of delivery.

Evidence Requirements8

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For this programme standard we expect you to submit the following evidence sources:

Programme Specification

Please indicate in the evidence checklist at the front of this document which evidence sources you have provided.

Reviewers’ Comments

Standard met in full Yes / No

Good Practice

Further information or areas for clarification

Please indicate the specific standard(s) to which your comments relate

Areas of concern (standard not met)

Please indicate the specific standard(s) you are concerned may not be met

Preparation for visit

Reviewers: please use this section to highlight any general themes that you have observed from your reading of the programme’s documentation that you feel you may wish to explore with other members of the visiting team, and subsequently with the education provider and their stakeholders.

Matters for discussion with students

Matters for discussion with programme team

Matters for discussion with senior management

Matters for discussion with supervisors

Matters for discussion with other stakeholders

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Programme Standard 2: Programme Content (learning, research and practice)

Competencies and content

2.1 Accredited programmes are expected to address the full range of core competencies, as outlined below, and in full in our accreditation standards. You should provide a narrative, below, outlining how you prepare trainees in developing the required competencies.

Please indicate in which module(s) each area of the required curriculum is taught and assessed:

Competency Module or component code(s) and title(s)

Summary of coverage

E.g.:PSY1001Psychology 1

E.g.:Two lectures (two hours each)One tutorial (two hours)Directed self-learning

1. Engagement and assessment of patients with common mental health problems

2. Evidence-based low-intensity treatment for common mental health problems

3. Values, diversity and context


2.2 Please provide a brief commentary on your approach to curriculum design and delivery

Structure of training

2.3 Please outline how the programme is organized across the required 45 days, indicating indicate the number of teaching days (theoretical learning and skills practice) and directed practice-based learning days

2.4 Please indicate what measures are in place to ensure that trainees engage in sufficient

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clinical contact hours and supervision prior to completing their training.

2.5 Accredited programmes are expected to demonstrate how their module assessments align with the assessment strategies specified within the accreditation standards (see Appendix 2 of the accreditation handbook)

Please indicate the specific assessment tasks used in the table below:

Competency/ module

Clinical competency assessment

Academic assessment Practice outcomes portfolio

Engagement & assessment

Treatment

Values

Supervised practice

2.6 Please outline the local agreements that are in place to support trainees in beginning to see patients, and in managing their caseloads.

2.7 Please describe the training provided to supervisors to support them in their role.

2.8 What are the programme’s minimum expectations in relation to the amount, frequency and nature of supervision that should be in place?

2.9 What arrangements are in place for monitoring the amount and quality of supervision provided, and the quality of the placement/supervised practice experience overall?

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Evidence Requirements


Module outlines: we expect to see evidence that provides an overview of what is taught in each module. If that level of detail is not included in the module descriptor please provide the module handbook.

Programme handbook.

Curriculum, research, placement (if appropriate) and/or other handbooks, if applicable.




Good Practice









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Programme Standard 3: Working ethically and legally


3.1 Please provide a brief overview of how you introduce trainees to ethics and ethical practice.

You should indicate how trainees are taught about ethical behaviour and practice in the context of the PWP role

3.2 Please provide a brief overview of how you introduce trainees to the legislative and regulatory requirements that apply to psychological practice in the UK, as appropriate to their level of study, and to the PWP role.

3.3 Have you reviewed your provision against the Society’s Guidance on teaching and assessment of ethical competence in psychology education?

Yes / No (delete as appropriate)




There are no additional evidence requirements for this programme standard. However, we will expect the evidence provided in relation to Programme standard 2 to demonstrate appropriate coverage of ethics within programme content.

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Good Practice












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Programme Standard 4: Selection and admission


4.1 Please provide a brief overview of any specific actions you take to encourage equality, diversity and inclusion through recruitment and selection to the programme that go beyond the education provider’s overall policy for widening access.

4.2 Please outline any equality charter marks currently held or being applied for by your department, and at what level (e.g. Athena SWAN).

4.3 Do you offer Recognition of Prior Learning (RPL) or Existing Competence (REC)?

If yes, please outline how you consider such applications or refer us to the relevant policy/procedural document.


4.5 How does the programme accommodate applicants with non-standard qualifications and/or experience?

4.7 Please outline how the programme works collaboratively with service providers in relation to the recruitment of trainees.

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A link to the education providers Equality, Diversity and Inclusion Policy

A link to the education providers Recognition of Prior Learning Policy (if applicable)




Good Practice









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Programme Standard 5: Trainee development and professional membership


5.1 Please outline your approach to personal tutoring (specifically, ensuring that trainees have access to academic and pastoral support).







Good Practice






Reviewers: please use this section to highlight any general themes that you have observed from your reading of the programme’s documentation that you feel you may wish to explore with other

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members of the visiting team, and subsequently with the education provider and their stakeholders.






Programme Standard 6: Academic leadership and programme delivery

Programme Directorship

6.1 Please outline the leadership and coordination arrangements for the programme. You should tell us the name(s) of the Programme Director(s) and provide a brief commentary on the scope of their role and responsibilities.

6.2 Have there been any changes to the programme directorship since the last review or visit was undertaken by the Society?


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Please note that if your visit is post 31 January 2019 you will be required to complete the new staff student ratio (SSR) Data Capture Tool which will be sent to the relevant providers in the autumn term 2018. Providers with a visit before 31 January 2019 should continue to complete this section of the form to provide an overall SSR.

Staff numbers

6.3 Please complete the following table detailing staff contribution to the delivery of the specific programme to which this questionnaire relates.

Please indicate those staff that hold key roles associated with programme delivery and indicate the nature of those roles in the table below (e.g. academic leadership, placement coordination, or research supervision).

Permanent Full-Time and Contractual Academic Staff (full-time, part-time and fractional)

Name FTE HCPC Registered (Y/N) If yes,

please indicate modality

Key roles

Total

6.4 Please provide any additional comments on how you have calculated your FTEs, and any other relevant information, here.

6.5 Please provide details of any approved vacancies; these should not be included within the SSR calculations.

Approved vacancies

Post More info needed?

Notes Expected responsibilities in

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relation to the programme(s)

Please add rows as required

Total FTE

Trainee numbers

6.6 Please indicate the total number of trainees on the programme in the table below:

Full time Part time Total

Number of individual trainees

FTE trainees (1 trainee = 1.0 FTE)

Overall staff: student ratio

6.7 Please indicate the overall student/trainee to staff ratio (SSR) for the programme:

Staff FTE(Question 6.3)

Trainee FTE(Question 6.6) =

SSR(Question 6.6 ÷

Question 6.3)


6.8 Please outline the programme’s approach to recruiting and training individuals to take on the role of the patient in OSCEs.


6.9 Please outline the arrangements in place for supporting clinical skills development sessions to ensure appropriate observation and feedback opportunities for all trainees.

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Support Staff

6.10Please indicate below the total dedicated and shared support staff resources that are in place for the programme:

Support roles Dedicated staff FTE

Shared staff FTE

Administrative/ professional services staff

Technical staff

Additional distance learning support staff (if applicable)Other support staff (please specify)


6.12 Have you reviewed the support staff resources listed in 6.10 above against the Society’s Supplementary guidance for providers of accredited programmes on the roles and contributions of professional administrative staff and Supplementary guidance on the roles and contributions of psychology technical staff?


6.14Please provide a brief overview of the activities undertaken by the staff referred to in 6.10 above in relation to supporting the student learning experience, and in providing support to academic staff.

6.14 Please provide an overview of your approach to ensuring that academic staff maintain expertise in learning, research and practice (where relevant), and ensure that they remain up to date, and to supporting staff development for all staff.

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Staff CVs from 6.3. You may provide CVs in the education provider’s preferred format or provide brief biographies if preferred.




Good Practice









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Programme Standard 7: Discipline-specific resources


7.1 Please provide a brief overview of any specific challenges or constraints in relation to access to resources for this particular programme.

7.2 What IT facilities are available? (Including for the recording of practice role plays and competency assessments).

7.3 How do trainees access these facilities? Both on campus and at a distance, as appropriate.







Good Practice



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Programme Standard 8: Quality Management

External Examiners

8.1 Please provide details of the current external examiner(s) for the programme:

Name HCPC Registered (Y/N)

If yes please indicate modality

Affiliation/Employer Term of Office


8.2 Please outline how you work collaboratively with patients to involve them in the programme.

8.3 What have you identified as the main priorities for further development of the provision?

Please advise any specific ways in which you feel the Society’s visit to your programme may be able to support you with regard to these priorities.



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Most recent External Examiner Report

Responses to the External Examiner’s Report, detailing any actions taken

An overview of any additional feedback collected by the programme in relation to quality matters (e.g. internal programme review document)

Copies of minutes of key programme committees for the last year e.g. Board of Studies, Programme Board and its subgroups. Individual trainee information should be redacted.




Good Practice











Matters for discussion with

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other stakeholders

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