advanced assessment skills for non-medical practitioners - 6knin608 · 2018-04-26 · skills for...

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ADVANCED ASSESSMENT

SKILLS FOR NON-MEDICAL PRACTITIONERS -

6KNIN608

Level: 6

Credits: 30

Module leader: Dr. Mary Raleigh

Tel: 020 7848 3550 (Please use email rather than calling as I am often not in the

office)

Email: [email protected]

This handbook must be read in conjunction with module information provided on KEATS, the King’s E-Learning and Teaching Service. You will be given access to KEATS on enrolment. Important information relating to assessment and related regulations can be found in the undergraduate Programme Handbook, available on KEATS and via the Student Services Centre.

This handbook can also be provided in alternative formats (such as large print) upon request to [email protected].

https://login-keats.kcl.ac.uk/







https://internal.kcl.ac.uk/nursing/Home.aspx



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Contents Module overview ........................................................................................................................ 4

Module aim ........................................................................................................................... 4

Learning outcomes ................................................................................................................ 4

Teaching arrangements......................................................................................................... 4

Submitting coursework .............................................................................................................. 5

Assessment criteria - Formative ........................................................................................... 5

Summative Assessments ....................................................................................................... 5

Practice Portfolio Assessment ............................................................................................... 5

Submission date for coursework: .......................................................................................... 6

Results and resubmissions for coursework .......................................................................... 6

Results and resits for examinations ...................................................................................... 7

Learning resources ..................................................................................................................... 8

Session 1 ..................................................................................................................................... 8

Overview of Consultation Approaches, History Taking and Clinical Reasoning.................. 8

Session 2 .................................................................................................................................... 8

E-learning: Respiratory Assessment (Lecture Capture) ....................................................... 8

Classroom: Respiratory Assessment ..................................................................................... 8

Respiratory Patient Case ....................................................................................................... 8

Session 3 .................................................................................................................................... 9

E-learning: Cardiovascular Assessment (Lecture Capture).................................................. 9

Classroom: Cardiovascular Assessment ............................................................................... 9

Cardiovascular Patient Case ................................................................................................. 9

Session 4 .................................................................................................................................... 9

E-learning- Abdominal /GI Assessment (Lecture Capture) ................................................. 9

Classroom: Abdominal /GI Assessment ............................................................................... 9

Gastrointestinal Patient Case ................................................................................................ 9

Session 5 .................................................................................................................................. 10

E-learning: Neurological (Lecture Capture) ....................................................................... 10

Classroom: Neurological Examination ............................................................................... 10

Neurological Patient Case ................................................................................................... 10

Session 6 .................................................................................................................................. 10

Musculoskeletal Assessment ............................................................................................... 10

E-learning............................................................................................................................ 10

Classroom ............................................................................................................................ 10

Session 7 .................................................................................................................................... 11

Genitourinary: Female/Male Genital Examination (GU).................................................... 11

E-learning............................................................................................................................. 11

Classroom ............................................................................................................................. 11

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Session 8 ................................................................................................................................... 11

Eye Assessment .................................................................................................................... 11

E-learning............................................................................................................................. 11

Classroom ............................................................................................................................. 11

Session 9 .................................................................................................................................. 12

ENT Assessment ................................................................................................................. 12

Classroom ............................................................................................................................ 12

Session 10 ................................................................................................................................. 12

Skin Assessment .................................................................................................................. 12

E-learning............................................................................................................................ 12

Classroom ............................................................................................................................ 12

Session 11 ................................................................................................................................. 13

Mental State Assessment .................................................................................................... 13

Classroom ............................................................................................................................ 13

Module evaluation ............................................................................................................... 14

Action from previous evaluations ....................................................................................... 14

Timetable Cohort 1 ................................................................................................................... 15

Timetable Cohort 2 .................................................................................................................. 19

FNFNM Undergraduate Generic Marking Criteria ................................................................. 23

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Module overview This module forms part of the Advanced Practice programme. The module contributes to your programme of study by allowing experienced practitioners to develop systematic skills in history taking, physical examination and data interpretation. There is both clinical and academic aspects to the module which allows practitioners to develop clinical reasoning and critical thinking skills. The module can also be taken as a freestanding module.

Module aim

To enable experienced healthcare practitioners to acquire history taking and physical examination skills, in order to make complex decisions.

To enable practitioners to synthesize and implement knowledge into practice.

Learning outcomes

Students will be able to:

1. Apply relevant physiology to the patient/client.

2. Demonstrate an advanced understanding of the theoretical and clinical basis of physical examination and history taking.

3. Demonstrate an awareness of ethical and legal issues underpinning patient assessment.

4. Demonstrate an ability to analyse complex assessment data and discriminate between normal and abnormal findings.

5. Critically apply diagnostic reasoning to differential diagnosis and clinical decision making.

6. Demonstrate an enhanced quality of therapeutic interactions with patients/clients/others.

7. Undertake referral and consultation as part of professional practice.

8. Accurately document clinical data and findings from patient assessments and communicate these appropriately, in writing and verbally, with others.

Teaching arrangements

This module uses a blended learning approach. E-learning and simulation practice approaches will be integrated. There will be some taught classroom sessions

Students will be expected to review power point lecture capture of the Respiratory/Cardiovascular/Abdominal and Neurological systems prior to attending class

Students will rotate through simulated practice stations to develop history taking, physical examination, data interpretation and patient education and documentation skills

Students will work in group of 3’s and examine each other during the simulated practice sessions

Lecturers will rotate through simulated practice stations and provide guidance and feedback.

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Submitting coursework For this module you are assessed by a Portfolio of Practice and Simulated OSCE exams.

Assessment criteria - Formative

Simulated practice stations will mimic clinical patient cases throughout the module. Students will demonstrate how to undertake a patient’s consultation, technical proficiency in physical assessment/examination, data interpretation, patient education and documentation skills.

Summative Assessments

Practice Portfolio Assessment

Students must achieve a grade of 50% to pass each case.

Student must pass practice component

Components are as follows:

Component % of module mark

Specific outcomes assessed

Submission Date:

PART 1.

Theory component

Synopsis of 2

patients cases:

500 words +-10%

per

individual case

50%

1, 2, 7

16 January 2018

Resubmission date 10 April 2018

PART 2

Practice

Verification of 30

clinical practice

hours

Verification of 6

Formative & 6

Summative body

systems assessments

Pass

3, 4, 5, 6

16 January 2017

Resubmission date 10 April 2018

Component Theory/Practice

% of module mark

Specific outcomes assessed

Exam dates

University OSCE

examinations

50 % 2, 3, 4, 5, 6, 7, 8 7 & 8 December- but subject to

change

OSCE re-examination date:

Term 2 OSCE exam date

3/4 10 minute

stations

Student must

achieve 40 % at

each station

Please review Practice Portfolio guidance for further information

Please see OSCE information on KEATS

All parts of the portfolio must be completed and submitted by the dates below.

Portfolio case studies documents (hard copy submission). This may change as the aim is to move to online submission.

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Coursework submission are provided on the KEATS module page.

It is essential that you use your candidate number on all assignments/examinations. Your candidate number, which will begin with Y for the academic year 2017/18, will be available via Student Records on the King’s Intranet approximately one month after you enrol.

If you are unable to submit your work by the deadline please refer to the information in your programme handbook on “mitigating circumstances”.

Submission date for coursework:

Simulated OSCE exam date: 7 or 8 December 2017

Unratified results from OSCE exams will be available on your KEATS module site 4 weeks from the date of the examination.

Practice Portfolio submission date is Tuesday 16 January 2018

Late submissions will be accepted for 24 hours following the submission date. All work submitted late will be marked as normal but will be capped at the pass mark for the module. If your assignment is hard copy please ensure you date stamp it and submit it to the submission room G15 JCMB. If your assignment is submitted electronically through TurnItIn, information about how to submit late will be provided on KEATS module sites under assessment information.

The external examiner for this module is Jane Rutt-Howard, Senior Lecturer/Nurse Clinician at the University of Central Lancashire. Students are not to make direct contact with external examiners, in particular regarding their individual performance in assessments.

Results and resubmissions for coursework

Students will receive a provisional (unratified) mark for their coursework 4 weeks following submission. According to the method of submission as detailed on your KEATS site, if your work was submitted online you will be able to download marked coursework from KEATS; alternatively, if you completed a hard-copy submission you can collect your coursework and feedback from the Student Services Centre.

To collect a hard copy assignment, you must provide your candidate number. Alternatively, you may send a stamped addressed envelope to the Student Services Centre ensuring that this is large enough to accommodate your assignments and that you have applied sufficient postage. Hard copy assignments will be retained for four weeks; if you have not collected your assignment by then, it will be destroyed.

Feedback will include the award of a numerical grade which remains provisional until ratified by the examination boards. The dates for the examination boards are available on KEATS. Ratified marks can be viewed via Student Records on the King’s Intranet, the Monday following the relevant examination board.

The marking criteria by which your work is judged are provided in full in your programme handbook. Please also refer to the section in your programme handbook on plagiarism and how to avoid it. If you have a query about how to refer to a specific piece of work please ask your module leader, your group leader or a member of library staff for guidance.

http://keats.kcl.ac.uk/


https://mykcl.kcl.ac.uk/?src=HPIcon



https://internal.kcl.ac.uk/index.aspx


















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The feedback you receive on your assignment will guide you towards how to do better next time or how to maintain your existing high standard!

If you do not understand your mark or the feedback you receive please contact Mary Raleigh

If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt. This will enable the module leader to provide you with an appropriate level of support as you prepare to re-submit your work.

Resubmission date:

Practice Portfolio resubmission date Tuesday 10 April 2018

Results and resits for examinations

Unratified results from exams will be available on your KEATS module site 4 weeks from the date of the examination.

Faculties are required from this academic year (2015/16) to make examination scripts available to any student who makes a request, free of charge. Any requests for examination scripts should still be managed in accordance with the Data Protection Act 1998. Students may request access to their exam paper at any time (after the Assessment Sub Board meeting) during their programme of study. This policy applies to all summative, unseen, written examinations. MCQs and OSCEs are exempt from this process.

Re-sit dates will available on your KEATS module site. If you are unsuccessful, it is recommended that you contact the module leader before submitting your second attempt or re-sitting your examination. Please note that anonymised assessment results will be used in internal and external audits. These data may be published in the process of external audit. If you would prefer for your results not to be included the external audit sample please discuss this with the module leader during the taught component of the course





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Learning resources All reading materials can be found on the module KEATS page.

Session 1 Overview of Consultation Approaches, History Taking and Clinical Reasoning

By the end of this section the student will be able to:

Understand the importance of professional legal & ethical frameworks

Understand the importance of effective communication skills

Develop an understanding of the importance of clinical diagnostic reasoning

Session 2

E-learning: Respiratory Assessment (Lecture Capture)

By the end of this section the student will be able to

Understand the principles of and effective respiratory consultation

Understand the principles of taking a focused history

Understand the principles of chest examination

Understand the principles of making a differential diagnosis/data interpretation

Understand the principles of patient education and self-care

Classroom: Respiratory Assessment

Stage 1. Lecturer performs Respiratory examination with no explanation Stage 2. Lecturer performs with Respiratory examination full explanation Stage 3. Lecturer performs Respiratory examination with learner providing explanation Stage 4. Learner performs Respiratory examination with explanation and peer supervision

Respiratory Patient Case

Student rotates through 5 simulated stations

Each station will have a pre-defined criteria on how to assess and manage the patient

The following competencies will be assessed: Communication; focussed history taking; chest examination; investigations/patient advice; documentation

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Session 3

E-learning: Cardiovascular Assessment (Lecture Capture)


Understand the principles of an effective cardiovascular consultation


Understand the principles of cardiovascular examination



Classroom: Cardiovascular Assessment

Stage 1. Lecturer performs cardiovascular examination with no explanation Stage 2. Lecturer performs cardiovascular examination with full explanation Stage 3. Lecturer performs cardiovascular examination with learner providing explanation Stage 4. Learner performs cardiovascular examination with explanation and peer supervision

Cardiovascular Patient Case

Student rotates through 5 simulation stations


The following competencies will be assessed: Communication; focussed history taking; Cardiovascular examination; investigations/patient advice; documentation

Session 4

E-learning- Abdominal /GI Assessment (Lecture Capture)


Understand the principles of effective consultation with a patient who present with Gastrointestinal symptoms


Understand the principles of an abdominal examination



Classroom: Abdominal /GI Assessment

Stage 1. Lecturer performs abdominal examination with no explanation Stage 2. Lecturer performs abdominal examination with full explanation Stage 3. Lecturer performs abdominal examination with learner providing explanation Stage 4. Learner performs abdominal examination with explanation and peer supervision

Gastrointestinal Patient Case



The following competencies will be assessed: Communication; focussed history taking; abdominal examination; investigations/patient advice; documentation

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Session 5

E-learning: Neurological (Lecture Capture)


Understand the principles of effective consultation with a patient who present with neurological symptoms


Understand the principles of a focussed neurological examination



Classroom: Neurological Examination

Stage 1. Lecturer performs Neurological examination with no explanation Stage 2. Lecturer performs Neurological examination with full explanation Stage 3. Lecturer performs Neurological examination with learner providing explanation Stage 4. Learner performs Neurological examination with explanation and peer supervision

Neurological Patient Case



The following competencies will be assessed: Communication; focussed history taking; upper/lower neurological examination; investigations/patient advice; documentation

Session 6 Musculoskeletal Assessment


E-learning

Understand the principles of history taking focused on the musculoskeletal system

Understand the principles of documenting a musculoskeletal assessment

Undertake a written history of a patient presenting with a musculoskeletal problem

Apply relevant pathophysiology to the patient’s data collected

Classroom

Understand the principles of clinical examination of the musculoskeletal system

Analyse common signs and symptoms, applying this to taking a history and physical assessment of the musculoskeletal system

Understand the possible differential diagnosis for a patient presenting with a musculoskeletal problem

Accurately document the full musculoskeletal assessment

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Session 7 Genitourinary: Female/Male Genital Examination (GU)


E-learning

Understand the principles of history taking focused on the GU system

Understand the principles of documenting a female/male GU assessment

Undertake a written history of a patient presenting with a GU problem


Classroom

Understand the principles of clinical examination of the GU system

Analyse common signs and symptoms, applying this to taking a history and physical assessment of the GU system

Understand the possible differential diagnosis for a patient presenting with a GU problem

Accurately document the full GU assessment

Session 8 Eye Assessment


E-learning

Understand the principles of history taking focused on the assessment of the eye

Understand the principles of documenting an eye assessment

Undertake a written history of a patient presenting with an eye problem


Classroom

Understand the principles of clinical examination of the eye

Analyse common signs and symptoms, applying this to taking a history and physical assessment of the eye

Understand the possible differential diagnosis for a patient presenting with an ophthalmic problem

Accurately document the full eye assessment

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Session 9 ENT Assessment


E-learning

Understand the principles of history taking focused on the ENT systems

Understand the principles of documenting an ENT assessment

Undertake a written history of a patient presenting with an ENT problem

Apply relevant pathophysiology to the patient data collected

Classroom

Understand the principles of clinical examination of the ENT system

Analyse common signs and symptoms, applying this to taking a history and physical assessment of the ENT system

Understand the possible differential diagnosis for a patient presenting with a ENT problem

Accurately document the full ENT assessment

Session 10 Skin Assessment


E-learning

Understand the principles of history taking focused on the skin

Understand the principles of documenting a skin assessment

Undertake a written history of a patient presenting with a skin problem

Apply relevant pathophysiology to the patient data collected

Classroom

Understand the principles of clinical examination of the skin

Analyse common signs and symptoms, applying this to taking a history and physical assessment of the skin

Understand the possible differential diagnosis for a patient presenting with a skin problem

Accurately document the full skin assessment

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Session 11 Mental State Assessment


Classroom

Understand the principles of clinical examination of mental state.

Analyse common signs and symptoms, applying this to taking a history and assessment of mental health

Understand the possible differential diagnosis for a patient presenting with a metal health problems and how to accurately document the full mental state assessment

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Module evaluation As part of the university’s Student Voice Strategy, King’s uses an electronic module evaluation system known as EvaSys. This provides an opportunity for you to feedback on different aspects of the module through a series of pre-set questions and qualitative comments. At the end of the module you will receive an automated invitation via your KCL email account to complete your evaluation online.

Please take the time to complete as your feedback is important. It informs ongoing developments to individual modules to ensure that the learning needs and expectations of the Faculty’s student community are met to a high standard.

To strengthen the feedback cycle, a report summarizing the quantitative results for the module as a whole and the module lead’s reflections on your feedback will be sent to you after the online evaluation survey has closed.

Action from previous evaluations

Revision of assessment processes: OSCE needs to be a summative examination [Actioned August 2017]

PAD amount of cases be reduced and graded – PAD title changed to Practice Portfolio [Actioned August 2017]

More class-room Simulation, so that students reach a level of mastery where practice supervisors feel they’re competent to perform these skills on real patients. This will reduce the burden of supervision for practice supervisors [Actioned August 2017]

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Timetable Cohort 1 Assessment Skills for Non-Medical Practitioners – Term 1. 2017-2018. COHORT 1; COLLEGE ATTENDANCE IS THURSDAY

Teaching mode

Date Type of session Title Time Room Lecturer

University based Study

28 Sept 2017

Lecture

Advanced assessment: Introduction & module expectations

09:30-10:20

CSC 2.3

Dr. Mary Raleigh Consultation, History Taking & Differential Diagnosis – Theory and Practice

10:30-12.30

Skin Assessment Demonstration 13:00-13:45 Dr. Aurelia Richards

Lecture/Practical Mental State Assessment 14:30-17:00 Louise Clarke

Online based study

w/c 5 Oct 2017

E-learning Eyes and Respiratory Review eye lectures on line Listen to Respiratory lecture capture online

Self-directed E-learning materials can be found on Keats

University based study

12 Oct 2017

Practical Demonstration

Eye Assessment [All] 10:00-13:00

CSC 1.6

Patricia Evans

Respiratory Assessment Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation and peer supervision

14:00-17:00 Dr. Mary Raleigh

5 x 10 minute Simulation stations and rotate 15:00-17:00 Dr. Mary Raleigh/ Nicola Dover

16

Online based study

w/c 19 Oct 2017

E-learning

Abdominal [GI]/ENT Review ENT lectures on line Listen to Abdominal lecture capture online

Self-directed E-learning materials can be found on KEATS


26 Oct 2017


Abdominal Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation and peer supervision

10:00-11:00

CSC 2.6 /2.7

Nicola Dover

5 x 10 minute Simulation stations and rotate 11:00- 13:00 Lecture/Practical Ear, Nose and Throat assessment

14:00-17:00 Dr. Aurelia Richards

Online based study

w/c 2 Nov 2017

E-learning Cardiovascular Assessment Listen to Cardiac lecture capture online


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9 Nov 2017


Cardiovascular Assessment Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation and peer supervision

10:00-11:00

Rooms TBC

Dr. Roksolana Starodub

5 x 10 minute Simulation stations and rotate 11:00-13:00 Dr. Mary Raleigh

Formative OSCEs

Formative OSCE ‘ check points’ on Respiratory

& Cardiovascular & Abdominal cases 14:00-17:00

Dr. Roksolana Starodub/ Dr. Mary Raleigh

Online based study

w/c 16 Nov

2017 E-learning

GU and MSK Review lectures on line



23 Nov 2017

Practical Demonstrations

MSK assessment 10:00-13:00 CSC 1.6

Gill Prifti (ENP)

Male and Female Genital Examination 14:00-16:00 Jacqui Boulton

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w/c 30 Nov 2017

E-Learning Neurological Review Neurological lecture capture on line 10:00-12:00

CSCG10A


Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation and peer supervision

13:00-17:00 Nicola Dover/ Dr. Mary Raleigh

5 x 10 minute OSCE stations and rotate


7 Dec 2017

Exam Summative OSCEs 10:00-16.00

CSC 1.6

CSC G11

CSC G12

Advanced Practice Team

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Timetable Cohort 2 Assessment Skills for Non-Medical Practitioners – Term 1. 2017-2018. COHORT 2: COLLEGE ATTENDANCE IS FRIDAYS

Teaching mode

Date Type of session Title Time Room Lecturer


28 Sept 2017

Lecture/Practice

Advanced assessment: Introduction & module expectations

09:30-10:20

CSC 2.3

Nicola Dover [LP] Consultation, History Taking & Differential

Diagnosis – Theory and Practice 10:30-11:45

Skin Assessment Demonstration 13:00-13:45 Dr. Aurelia Richards

Mental State Assessment 14:30-17:00 Louise Clarke

Online based study

w/c 6 Oct 017

e-learning

Eyes and respiratory Review eye lectures on line Listen to Respiratory lecture capture online



13 Oct 2017


Eye Assessment [All] 10:00-13:00

CSC 1.6

Patricia Evans

Respiratory Assessment Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation and peer supervision

14:00-15:00 Dr. Mary Raleigh

5 x 10 minute OSCE stations and rotate 15:00-17:00 Level CSC 2.7 Dr. Mary Raleigh/ Nicola Dover [LP]

20

Online based study

w/c 20 Oct 2017

E-learning

Abdominal [GI]/ENT Review ENT lectures on line Listen to Abdominal lecture capture online



27 Oct 2017


Abdominal Assessment Stage 1. Demonstrator performs skill with no explanation Stage 2. Demonstrator performs skills with full explanation Stage 3. Demonstrator performs skills with learner providing explanation Stage 4. Learner performs skill with explanation and peer supervision

10:00-11:00

CSC 2.6/2.7 Gill Prifti [ANP]

5 x 10 minute OSCE stations and rotate 11:00-13:00

Lecture/Practical Ear, Nose and Throat assessment 14:00-17:00

Dr. Aurelia Richards

Online based study

w/c 3 Nov 2017

E-learning

Cardiovascular Assessment Listen to Cardiovascular Assessment lecture capture online


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10 Nov 2017



10:00-11:00 Room TBC Dr. Roksolana Starodub

5 x 10 minute OSCE stations and rotate 11:00-13:00 Room TBC

Dr. Mary Raleigh Formative OSCE

Formative OSCE ‘ check points’ on Respiratory &

Cardiovascular & Abdominal cases 14.00-17.00 Room TBC

Online based study

w/c 17 Nov 2017

E-learning

GU and MSK Review lectures on line History taking Differential diagnosis



24 Nov 2017


MSK assessment 10:00-13:00

CSC 1.6

Gil Prifti (ENP)

Male and Female Genital Examination 14:00-16:00 Jacqui Boulton

22


w/c 1 Dec 2017

E-Learning Review Neurological lecture capture on line 10:00-12:00

CSC2.6/2.7

E-learning materials can be found on KEATS



13:00-14:00 TBC

5 x 10 minute OSCE stations and rotate 14:00-17:00 TBC


8 Dec 2017

Summative OSCEs

Summative OSCEs 10:00-16:00

CSC 1.6

CSC G10A

CSC G3

CSC G8

Advanced Practice Team

FWB – Franklin Wilkins Building, Waterloo Campus JCMB – James Clerk Maxwell Building, Waterloo Campus CSC – Clinical Skills Centre, Guy’s Campus WEC – Weston Education Centre, Denmark Hill Campus (King’s College Hospital Site). Dates, times & venues are occasionally subject to change. It is important you check your emails and KEATS daily.

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FNFNM Undergraduate Generic Marking Criteria Level 4 Level 5 Level 6

Grade A++ First 90-100

All levels Outstanding answer, well written, highly structured & informed, showing striking personal insight and originality

Understanding Full understanding of key facts demonstrating for

example originality in written assignments, comprehensive understanding of the knowledge

base and critical judgement.

Full understanding of key facts demonstrating for

example originality in written assignments, comprehensive understanding of the knowledge base

and critical judgement.

Extensive understanding of key facts demonstrating an ability to formulate ideas in analysis, Comprehensive understanding of methodologies with

a high degree of precision, highly independent and

critical judgement. Depth of

Knowledge Extensive range of sources used and applied,

appropriately to the assignment and of outstanding quality.

Extensive range of sources used and applied

appropriately to the assignment, insightful and of outstanding quality.

Extensive range of sources used and applied, to the

assignment in a highly insightful manner and of outstanding quality.

Structure Excellently structured, focused and well written

presentation. Excellently structured, focused and well written

presentation. Compelling arguments made. Excellently structured, focused and well written

presentation Compelling argument throughout. Faculty Specific A full understanding of the links between theory

and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate Harvard referencing system used appropriately

A full understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate. Harvard referencing system used appropriately

A full understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate. Harvard referencing system used appropriately

Grade A+ First 80-89

All levels Highly thoughtful answer informed by wider reading, showing clarity of thought, personal insight and originality Understanding Thorough understanding of key facts with

informed discussion. Evidence of critical

evaluation.

Thorough understanding of key facts with evidence of

evaluation in the discussion. Independent and critical

evaluation.

Thorough understanding of key facts with insightful

discussion, and independent and critical evaluation

integrated throughout. Depth of Knowledge

Full range of sources used and applied in a focussed manner.

Full range of sources used and applied in a highly focused manner.

Full range of sources used and applied in a detailed integrative way throughout the work.

Structure Clear and fluent style. Very well focused and

structured. Clear and fluent style. Very well focused and

structured. Clear and fluent style. Very well focused and

structured. Faculty Specific A thorough understanding of the links between

theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate. Harvard referencing system used appropriately

A thorough understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate. Harvard referencing system used appropriately


Grade A First 70-79

All levels Thoughtful answer informed by wider reading showing clarity of thought and personal insight Understanding Thorough understanding of key facts with sound

discussion. Thorough understanding of key concepts demonstrating insight and a good level of evaluation

Thorough understanding of key concepts with

insightful and creative analysis. Depth of Knowledge

A comprehensive range of relevant literature used Comprehensive range of relevant literature, evidence is used to support arguments, awareness of wider issues.

Comprehensive range of relevant literature / evidence used demonstrating independent thought and extensive reading.

Structure Clear and logical presentation.

Clear, logical and integrated presentation. Clear, fluent, integrated and focussed presentation.

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Faculty Specific A thorough understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate. Harvard referencing system used appropriately



Grade B Upper 2nd 60 – 69

All Levels Good understanding of basic principles and relevant evidence, with a coherent and logical argument

Understanding Good understanding of key facts showing

evidence of discussion. Good understanding of key concepts with

development of analytical thought. Good understanding of all key issues and wider

implications with a convincing analysis.

Depth of

Knowledge Relevant literature

Good use of relevant literature Breadth in examples and literature / evidence used without any major omissions. Demonstrates extended reading.

Structure Coherent and well organised presentation.

Coherent, well organised and logical presentation. Coherent, well organised and logical presentation.

Faculty Specific Good understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate. Harvard referencing system used with minimal errors.

Good understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate.

Harvard referencing system used with minimal

errors.

Good understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate. Harvard referencing system used with minimal

errors. Grade C Lower 2nd 50 – 59

All Levels Sound understanding demonstrated with some analysis Understanding Sound understanding of most facts but is mainly

descriptive.

Sound understanding of the key issues is demonstrated, evaluative thought is apparent in some

areas

Sound understanding of basic principles and main

key issues with evidence of analysis or synthesis.

Depth of Knowledge

Appropriate reading, attempts made to use the material in the work.

Appropriate reading is demonstrated to support the discussion.

Appropriate material accessed but little evidence of extended reading, possibly some omissions.

Structure Clearly presented but little development. Clearly presented but little development. Clearly presented and some structure but little development.

Faculty Specific Sound understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate.

Harvard referencing system mainly used

appropriately throughout.

Sound understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate.



Sound understanding of the links between theory and practice in underpinning care is evident (where applicable). Safe practice is demonstrated as appropriate.



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Grade D Third 40 – 49

All Levels Basic understanding of main issues demonstrated

Understanding General knowledge of some areas demonstrated but lacks detail

General knowledge demonstrated but the work is mainly descriptive.

General knowledge demonstrated but analysis limited in depth and breadth.

Depth of

Knowledge Basic literature / material are limited. Low quality in a number of areas.

Sparse coverage of basic literature / material. Low

quality in a number of areas and poor range of reading.

Skeletal coverage of basic literature / material.

Insufficient use of known literature. Low quality in a number of areas.

Structure Adequate presentation. Some disorganised sections.

Adequate presentation. Some unclear sections. Adequate presentation and generally logical.

Faculty Specific

General understanding of the links between theory and practice is demonstrated (where applicable). Safe practice is demonstrated as appropriate.

Harvard referencing system is presented with

some errors.

General understanding of the links between theory and practice in demonstrated (where applicable). Safe practice is demonstrated as appropriate. Harvard referencing is presented with some errors.

General understanding of the links between theory and practice is demonstrated (where applicable). Safe practice is demonstrated as appropriate. Harvard referencing is presented with some errors.

Grade F + Fail 33 – 391

All Levels Unsystematic incomplete and / or inaccurate FAIL.

Understanding Some knowledge but limited understanding. Work

contains inaccuracies and meaning is unclear Some knowledge but does not focus on the question or

is very limited. Descriptive work with little

recognisable analysis

Key issues not identified poor analysis.

Depth of

Knowledge Limited and/or inappropriate literature/material.

Poorly referenced Inappropriate literature/material used in assignment.

Key tests missing Inappropriate literature/material used in the

assignment. Insufficient reference to the literature

some key texts missing. Structure Disorganised/unclear presentation. Lacked logical

order, structure not apparent

Disorganised/unclear presentation with loose ends. Disorganised/unclear presentation. Argument

sketchy

Faculty Specific Limited understanding of the links between theory and practice is demonstrated (where applicable). Where relevant safe practice is not demonstrated. Harvard referencing system is not used or presented with major error.

Limited understanding of the links between theory and practice is demonstrated (where applicable). Where relevant safe practice is not demonstrated. Harvard referencing system is not used or presented with major errors

Limited understanding of the links between theory

and practice is demonstrated (where applicable).

Where relevant safe practice is not demonstrated. Harvard referencing system is not used or

presented with major errors

26

Grade F Fail 20- 32

All Levels Unsystematic incomplete and / or inaccurate, FAIL.

Understanding Work is mainly inaccurate or meaning is very

unclear. Very little knowledge lacks focus with no recognisable

analysis. Very poor analysis or none evident.

Depth of

Knowledge Poor and/or inappropriate literature/material. Shows lack of understanding of the assignment

Poor and/or inappropriate literature, lacking accuracy,

unsound, limited range of sources. Demonstrated poor

understanding of topic

Poor and/or inappropriate literature, lacking accuracy, unsound, limited/dated range of sources. Limited understanding of topic

Structure Poor presentation, spelling errors, limited

structure, Poor presentation, spelling and grammatical errors,

unacceptably brief Poor presentation, clumsy and disjointed, spelling

and grammatical errors, conventions not followed,

unacceptably brief Faculty Specific Poor understanding of the links between theory

and practice is demonstrated (where applicable). Where relevant safe practice is not demonstrated.

Harvard referencing system is not used or

presented with major errors.

Poor understanding of the links between theory



presented with major errors.

Poor understanding of the links between theory



presented with major errors. Grade FF Fail 0- 19

All Levels Unsystematic incomplete and / or inaccurate, FAIL.

Understanding Work is mainly inaccurate or meaning is very

unclear, uncritical and confused. Difficult to follow

Very little knowledge and understanding of key

concepts. No analysis evident

Depth of

Knowledge Poor and/or inappropriate literature/material.

Shows no discernible knowledge or

understanding.

Poor and/or inappropriate literature/material. Shows no discernible knowledge or understanding, lacks coherence.

Poor and inappropriate literature, lacking accuracy,

unsound. Poor uses of sources, no use of evidence to

support argument. Very limited understanding of

topic. Structure Very poor presentation, poor spelling and

grammar, lacks structure. Very poor presentation, poor spelling and grammar,

lacks structure. Very poor presentation, poor spelling and grammar,

lacks structure. Faculty Specific No understanding of the links between theory

and practice is demonstrated (where applicable). Where relevant safe practice is not demonstrated. Harvard referencing system is not used or presented with major errors.

No understanding of the links between theory and practice is demonstrated (where applicable).

Where relevant safe practice is not demonstrated.

Harvard referencing system is not used or presented with major errors.

No understanding of the links between theory and practice is demonstrated (where applicable).

Where relevant safe practice is not demonstrated.

Harvard referencing system is not used or presented with major errors.

advanced assessment skills for non-medical practitioners - 6knin608 · 2018-04-26 · skills for...

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