Plymouth University Academic Partnerships cornwall college, Camborne Programme Quality Handbook



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Updated by:

Date:

Approved by:

Date:




Recommended Texts and Sources:

Aggleton P. and Chalmers H. (2000) Nursing Models and Nursing Practice. Palgrave Macmillan

Alexander M., Fawcett J and Runciman P(2000) Nursing Practice: Hospital and Home – The Adult. Churchill Livingstone

Nicol M and Bavin C. et al (2003) Essential Nursing Skills. Mosby

Snowlet G., Gilling C. and Kenworthy N. (Eds)(2002) Common Foundation Studies in Nursing. Churchill Livingstone


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


MODULE CODE:

CORC267

MODULE TITLE:

Independent Study




CREDITS: 20

FHEQ Level: 5

JACS CODE: B700










PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No




SHORT MODULE DESCRIPTOR: (max 425 characters)

This module will develop a professionally focussed study that will encourage students to become autonomous, self-directing learners. It will involve the updating of specialist knowledge at the students place of work. It will promote innovation and good practice






ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%







T1 (Test)

%















SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne




Professional body minimum pass mark requirement: N/A




MODULE AIMS:

To allow for in-depth study of a specialist subject relating to their practice area

To explore independent study and research methods

To introduce the students to the concept of becoming self-directed learners






ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:



  1. Have a detailed knowledge of major theories of the chosen topic and an awareness of a variety of ideas, contexts and frameworks.

  2. Analyse a range of information in relation to the chosen topic with guidance

  3. Take responsibility for own learning with minimum direction.

  4. Produce an independent study in an area specific to their specialism




DATE OF APPROVAL:

01 Dec 2009

FACULTY/OFFICE:

Academic Partnerships

DATE OF IMPLEMENTATION:

01 Sep 2010

SCHOOL/PARTNER:

Cornwall College

DATE(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: 2016 – 2017

NATIONAL COST CENTRE: 103




MODULE LEADER: Jacqueline Sheldon

OTHER MODULE STAFF: None




SUMMARY of MODULE CONTENT

A process of outlining the proposed study and being assigned a tutor

An analysis of appropriate research methods and theoretical underpinning

An action plan that sets out targets for tutorials






SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lecture

38.5

Core Material

Guided Independent Study

161.5

Students are expected to put in time outside of taught sessions.

Total

200

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




Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Written exam

E_




%

Total = 100%




T_




%

Total = 100%




Coursework

C1

Written Assignment

100%

Total = 100%




Practical

P_




%

Total = 100%







Updated by:

Jacqueline Sheldon



Date:

18/11/15


Approved by:

HE Operations



Date:

18/11/15





Recommended Texts and Sources:


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


MODULE CODE:

CORC2093

MODULE TITLE:

Work-based Learning




CREDITS: 20

FHEQ Level: 5

JACS CODE: B900










PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No




SHORT MODULE DESCRIPTOR: (max 425 characters)

This module will be centred on a topic of the student’s choice. It will enable students to develop and apply their knowledge and skills in an agreed specialised area within a relevant professional environment. This may involve working with a specialised mentor where appropriate.






ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

Competencies

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%







T1 (Test)

%















SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne




Professional body minimum pass mark requirement: N/A




MODULE AIMS:

To enable students to develop and apply specialist knowledge and skills appropriate to the work environment.

To develop an understanding of specialist practices within the workplace and enable the students to become ‘champions’ within their work force.

To develop transferable skills and support students to increase their potential for future career development.






ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:



  1. Enhance working practices within a specialised area of care

  2. Show leadership in specialist subject using national and local policies and procedures to enhance working practices

  3. Evaluate own strengths and weaknesses; discuss their developing value base and rationale for actions

  4. Reflect on own experiences and practices where appropriate.




DATE OF APPROVAL:

01 Dec 2012

FACULTY/OFFICE:

Academic Partnerships

DATE OF IMPLEMENTATION:

01 Sep 2013

SCHOOL/PARTNER:

Cornwall College

DATE(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: 2016 – 2017

NATIONAL COST CENTRE: 105




MODULE LEADER: Jacqueline Sheldon

OTHER MODULE STAFF: None




SUMMARY of MODULE CONTENT

Work-based policies and procedures

Professional roles and responsibilities

Effective team working and communication in the work place

Health and safety

Quality standards and codes of practice



Reflection and debriefing




SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lecture

12

Core Material

Tutorial

4




Project Supervision

4

Minimum of 4 hours required

Guided Independent Study

180




Total

200

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




Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Written exam

E_




%

Total = 100%




T_




%

Total = 100%




Coursework

C1

Portfolio

100%

Total = 100%




Practical

P1

Competencies

100%

Total = 100%

Work-based competencies on a pass/fail basis.




Updated by:

Jacqueline Sheldon



Date:

18/11/15


Approved by:

HE Operations



Date:

18/11/15





Recommended Texts and Sources:

  • Critical Thinking Skills: Developing Effective Analysis and Argument (Palgrave Study Skills) by Dr Stella Cottrell

  • The Critically Reflective Practitioner by Sue Thompson and Neil Thompson (21 Apr 2008)

  • Practising Critical Reflection: A Handbook by Jan Fook and Fiona Gardner

  • Applying Theory to Policy and Practice: Issues for Critical Reflection by Steven R. Smith (21 Dec 2007)

  • Nursing Evidence-Based Practice Skills (Prepare for Practice) by Karen Holland and Colin Rees (22 Apr 2010)

  • What is Nursing? Exploring Theory and Practice (Transforming Nursing Practice Series) by Dawn Ritchie and Carol Hall (1 Aug 2011)

  • Contexts of Contemporary Nursing (Transforming Nursing Practice Series) by G.M. Williamson, T. Jenkinson and Tracey Proctor-Childs (22 Jun 2010)

  • Leadership in Health Care by Jill Barr and Lesley Dowding (21 Feb 2012)

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


MODULE CODE:

CORC2165

MODULE TITLE:

Competence in Practice




CREDITS: 20

FHEQ Level: 5

JACS CODE: B700










PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No




SHORT MODULE DESCRIPTOR: (max 425 characters)

This module will prepare the student for the transition from trainee to employee. It will require the student to reflect upon their learning throughout the programme and construct an action plan that will identify future personal and professional development.






ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

Competencies

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%







T1 (Test)

%















SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne




Professional body minimum pass mark requirement: N/A




MODULE AIMS:

To equip the student to make a positive transition from trainee to employee and act as an ambassador for this newly emerging role. To consolidate the knowledge, skills and attitudes developed throughout the programme to ensure safe practice.






ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:



  1. Demonstrate continuing professional development

  2. Demonstrate an understanding of the process of mentoring and assessment in practice

  3. Demonstrate an understanding of the clinical supervision process




DATE OF APPROVAL:

01 Apr 2006

FACULTY/OFFICE:

Academic Partnerships

DATE OF IMPLEMENTATION:

01 Sep 2006

SCHOOL/PARTNER:

Cornwall College

DATE(S) OF APPROVED CHANGE:




TERM/SEMESTER:

Spring




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: 2016 – 2017

NATIONAL COST CENTRE: 105




MODULE LEADER: Jacqueline Sheldon

OTHER MODULE STAFF: None




SUMMARY of MODULE CONTENT

Continuing Professional Development

Promoting safe practice

Clinical supervision

Mentoring, coaching and assessment of others

Public protection






SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lectures

     

Core Material

Work-based Learning







Guided Independent Study




Students are expected to put in time outside of taught sessions.

Total

     

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




Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Written exam

E_




%

Total = 100%




T_




%

Total = 100%




Coursework

C1

Written Assignment

100%

Total = 100%




Practical

P1

Competencies

100%

Total = 100%

Work-based competencies on a Pass/Fail basis.




Updated by:

Jacqueline Sheldon



Date:

18/11/15


Approved by:

HE Operations



Date:

18/11/15





Recommended Texts and Sources:

  1. Barrett G, Sellman D and Thomas J (Eds) (2005) Interprofessional Working in Health and Social Care: Professional Perspectives Palgrave Macmillan

  2. Bulman C., Schutz S. and Burns S. (2004) Reflective Practice in Nursing: The Growth of the Professional Practitioner Blackwell Publishing

  3. Jasper M. (2003) Foundations in Nursing and Health Care: Beginning Reflective Practice (Foundations in Nursing and Health Care) Nelson Thomes

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


MODULE CODE:

HEA201M

MODULE TITLE:

Tissue Viability




CREDITS: 20

FHEQ Level: 5

JACS CODE: B110










PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No




SHORT MODULE DESCRIPTOR: (max 425 characters)

The module is designed to provide the underpinning knowledge and skills to implement effective, evidence-based tissue viability care.






ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

50%

P1 (Practical)

50%

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%







T1 (Test)

%















SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne




Professional body minimum pass mark requirement: N/A




MODULE AIMS:

To provide contemporary knowledge and skills required to promote and manage tissue viability effectively in a variety of clinical settings. To enable the learner to develop competence and current skills in the care area of tissue viability ensuring the delivery of safe, effective, evidence-based patient/client care.






ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:



  1. Recognise the impact of current legislation, clinical guidelines, codes of practice and operational policy on clinical practice in tissue viability.

  2. Demonstrate an in-depth knowledge and understanding of the anatomy and physiology relating to tissue viability.

  3. Identify and assess a variety of wounds and implement and evaluate interventions using evidence-based care as part of an effective multi-professional team.

  4. Demonstrate the use of relevant literature and research to inform clinical practice in tissue viability.

  5. Demonstrate competence in those skills/attributes identified in the Practice Portfolio.




DATE OF APPROVAL:

01 Jan 2001

FACULTY/OFFICE:

Academic Partnerships

DATE OF IMPLEMENTATION:

01 Sep 2001

SCHOOL/PARTNER:

Cornwall College

DATE(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: 2016 – 2017

NATIONAL COST CENTRE: 106




MODULE LEADER: Jacqueline Sheldon

OTHER MODULE STAFF: None




SUMMARY of MODULE CONTENT

Professional and ethical practice: The employer’s perspective and changes and advances in clinical practice in relation to Tissue Viability.

Care Delivery: Promoting a safe environment, patient education, planning and implementing evidence-based practice in relation to Tissue Viability.

Care management: Pathways of care, multi-professional working, health and safety, risk assessment, Health Promotion, infection control and methods and approaches to delivering health care in relation to Tissue Viability.




SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lectures




Delivery of core material

Practical Classes and Workshops




Practical application

Seminar




Lectures from expert practitioners

Guided Independent Study




Students are expected to put in time outside of taught sessions on the group project and their own personal development and career planning

Total

200

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




Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Coursework

C1

Theory Element

100%

Total = 100%

A clinical case study of 2000 words

Practical

P1

Practice Element

100%

Total = 100%

Development of a clinical portfolio of evidence.




Updated by:

Anne-Marie Young



Date:

18/11/15


Approved by:

HE Operations



Date:

18/11/15





Recommended Texts and Sources:

Department of Health (2001), The Essence of Care: Patient focussed benchmarking for health care practitioners. London: HMSO, 2001.

National Institute for Clinical Excellence (2005) Inherited Clinical Guideline B. Pressure Ulcer Risk Assessment and Prevention. London: National Institute for Clinical Excellence.

Rycroft-Malone, J. (2000) Pressure ulcer risk assessment and prevention – new guidelines for practice. Primary Health Care: 10(9): 32-3

Rycroft-Malone, J, McInnes E. (2000) Pressure Ulcer Risk Assessment and Prevention. Technical Report. London: RCN

Websites:



www.worldwidewounds.org

www.woundsresearch.com

Journals:



Advances in Skin and Wound Care

British Journal of Dermatology Nursing

Journal of Clinical Nursing

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


MODULE CODE:

HEA202M

MODULE TITLE:

Long Term Conditions Care Management




CREDITS: 20

FHEQ Level: 5

JACS CODE: B790










PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No




SHORT MODULE DESCRIPTOR: (max 425 characters)

The module is designed to provide the underpinning knowledge and skills to implement effective evidence based care in the practice of long term conditions care management.






ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%







T1 (Test)

%















SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne




Professional body minimum pass mark requirement: N/A




MODULE AIMS:

To provide contemporary knowledge, skills and competencies required to promote and manage long term conditions effectively in a variety of clinical settings.

To enable the learner to develop clinical competence associated with a range of long term conditions.

To highlight the significance and application of links between research/evidence based care in the management of 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 knowledge and understanding of a range of long-term conditions.

  2. Provide care, which applies ethical reasoning, research and evidence base for long term conditions.

  3. Recognise how current legislation, clinical guideline, codes of practice and operational policy impact on clinical practice.

  4. Demonstrate application of health promotion/education for patients and their carers.

  5. Work collaboratively with other healthcare professionals to ensure high quality, effective care and treatment for patients with long-term conditions.




DATE OF APPROVAL:

01 Jan 2001

FACULTY/OFFICE:

Academic Partnerships

DATE OF IMPLEMENTATION:

01 Sep 2001

SCHOOL/PARTNER:

Cornwall College

DATE(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: 2016 – 2017

NATIONAL COST CENTRE: 103




MODULE LEADER: Jacqueline Sheldon

OTHER MODULE STAFF: None




SUMMARY of MODULE CONTENT

Professional and ethical practice: Codes of practice. The employer’s perspective. Current political/ethical issues. Reflection. Changes and advances in clinical practice.

Care delivery: Promoting a safe environment. Patient education. Promotion of self-management. Planning and implementing evidence based practice. Anatomy and physiology.

Care management: Pathways of care. Psychosocial aspects of care. Multi-professional working. Risk assessment. Health Promotion/education. Infection control. Methods and approaches to delivering nursing care.

Personal and professional development: Partnerships in learning. Library skills. IT skills. Work based learning. Evidence gathering activities. Critical reading. Gaining clinical skills within a range of long-term conditions.




SUMMARY OF TEACHING AND LEARNING [Use HESA KIS definitions]

Scheduled Activities

Hours

Comments/Additional Information

Lectures

     

Core delivery of materials.

Seminars




Student-led sessions and discussions.

Practical Classes and Workshops




Practical scenarios.

Guided Independent Study




Students are expected to put in time outside of taught sessions.

Total

     

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




Category

Element

Component Name

Component Weighting

Comments include links to learning objectives

Written exam

E_




%

Total = 100%




T_




%

Total = 100%




Coursework

C1

Written Assignment

100%

Total = 100%

Clinical case study – 3000 words maximum. To cover all ALO’s

Practical

P_




%

Total = 100%







Updated by:

Anne-Marie Young



Date:

18/11/15


Approved by:

HE Operations



Date:

18/11/15





Recommended Texts and Sources:

Department of Health (2005) Supporting People with Long Term Conditions: An NHS and Social Care Model to support local innovation. DOH Website www.dh.gov.uk January 2005

Department of Health (2005) Supporting People With Long Term Conditions: Liberating the talents of nurses who care for people with long-term conditions. DOH Website www.dh.gov.uk February 2005

Singh, D (2005) Which Staff Improve Care for People With Long Term Conditions: a rapid review of the literature. University of Birmingham Health Services Management Centre: Homepage. http://www.hsmc.bhma.ac.uk/news/Workforce%20implications%20review.pdf

Tortora, G & Anagnostakos, N Eds (2005) Principles of Anatomy and Physiology 11th Edition. New York: Harper and Row.

Useful Websites:



www.dh.gov.uk

http://www.clinicalevidence.com

http://ejournals.ebsco.com/login.asp

http://www.bhf.org.uk/

http://www.brit-thoracic.org.uk/


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


MODULE CODE:

HEA273M

MODULE TITLE:

Evidence-based Practice




CREDITS: 20

FHEQ Level: 5

JACS CODE: B700










PRE-REQUISITES: None

CO-REQUISITES: None

COMPENSATABLE: No




SHORT MODULE DESCRIPTOR: (max 425 characters)

The focus of this module is on the understanding of research approaches and research methodology in order to explore the concept of evidence based practice. The module covers the principles of quantitative, qualitative and critical research designs, and approaches to data collection and analysis. Issues of reliability, validity and rigour of research studies, and the professional and ethical aspects of health care audit and research are also addressed.






ELEMENTS OF ASSESSMENT Use HESA KIS definitions]

WRITTEN EXAMINATION

COURSEWORK

PRACTICAL

E1 (Examination)

%

C1 (Coursework)

100%

P1 (Practical)

% or Pass/Fail (delete as appropriate)

E2 (Clinical Examination)

%

A1 (Generic Assessment)

%







T1 (Test)

%















SUBJECT ASSESSMENT PANEL Group to which module should be linked: Camborne




Professional body minimum pass mark requirement: N/A




MODULE AIMS:

Basic research literacy is an essential pre-requisite of evidence based practice. This module is intended to help practitioners extend their knowledge of research approaches, and to develop the capacity to search and critically appraise health-related research literature representative of a range of study designs and methods. It also aims to increase awareness of the relevance of research information to the evaluation and development of practice.






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 different research approaches to health care.

  2. Locate research literature using electronic databases

  3. Critically evaluate studies, accurately demonstrating knowledge of research designs, methods of data collection, analysis and presentation

  4. Discuss professional and ethical considerations in evidence based health care.




DATE OF APPROVAL:

01 Jan 2001

FACULTY/OFFICE:

Academic Partnerships

DATE OF IMPLEMENTATION:

01 Sep 2001

SCHOOL/PARTNER:

Cornwall College

DATE(S) OF APPROVED CHANGE:




TERM/SEMESTER:

All Year




Additional notes (for office use only):


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