BSc (Hons) Health and Social Care Student Programme Handbook

Learning Education and Development (LEaD) Education and Training Centre

Keyll Darree, Strang, Isle of Man, IM4 4RH

2016/2017

Revisions: 14 June 2017: Appendix D

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Contents Page 1.0 Introduction 1.1 Welcome from the Programme Leader Welcome from Manchester Metropolitan University Link Lecturer

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1.2 Commencing the unit/programme 4 1.3 Health and Safety

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2.0 Programme Management, Organisation and Communication 2.1 Programme philosophy 5 2.2 Programme team details 7 2.3 Programme Committee and Quality Review sub group Student engagement

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3.0 Curriculum Information 3.1 Programme specification 13 3.2 Programme name and code 13 3.3 Programme aims 13 3.4 Programme structure and content 14 3.5 Unit specifications

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4.0 Assessment Information 4.1 Assessment strategy 16 4.2 Unit specific assessments 16 4.3 Summative and formative assessment 16 4.4 Marking policy 16 4.5 Assessment quality procedures 16 4.6 Guidelines for writing and submission of assignments 17 4.7 Ethical protocol for summative assessments 18 4.8 External Examiner

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5.0 Student Support and Guidance 19 5.1 Annual Progress Review 20 5.2 Tutorial and pastoral support 20 5.3 The Study Advice Service 20 5.4 Accreditation of Prior Learning (APL) Claims

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6.0 Student Representation and Feedback 21 Overview of student support and satisfaction

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Appendices A – Calendar unit delivery 2017-2019 23 B – University Standard Descriptors Level 6 24 C - Referencing academic assignments 26 D - Guidelines for students accessing tutorial support 27 E - Studying whilst on maternity leave 28 F - Quick reference - writing conventions 29 G - Student engagement 31 H - Turnitin 32

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Introduction

1.1 Welcome from the Programme Leader Welcome to the BSc (Hons) Health and Social Care programme. As Programme Leader, I hope you will find the time and effort relating to achieving this higher education award both challenging and rewarding. Many eminent people in various professions commenced such study from a humble educational stance. We look forward to assisting your development from the various entry routes onto this programme, especially if it is your first time studying in higher education. This Student Handbook is an introduction to the many aspects of participating in higher education that may not be immediately apparent to you, but will nevertheless create the policies and procedures that govern the quality of your learning experience. All those involved in the delivery of the programme look forward to the mutuality of learning with you. As you settle into a rhythm of study be prepared to challenge your own thoughts and values and recognise that the disruption this may cause you is expected when undertaking new learning. Be kind to family and friends who may offer you support in many different ways as you juggle the extra demands higher education places on top of employment and other responsibilities. Remember the lecturers have trodden and continue to tread a similar path and therefore are keen to offer support to guide you from the swampy lowlands back to firmer terrain. I wish you well as you engage with the learning process remembering that your feedback and evaluation will assist the programme to remain responsive to contemporary health care needs. Ber Devlin Contacts: Ber Devlin, Programme Leader: 642927 or email bernadette.devlin@gov.im Dr John Struthers, Deputy Programme Leader: 642931 or email john.struthers@gov.im Welcome from the Manchester Metropolitan University (Manchester Met) Link Lecturer We are delighted that you are joining Manchester Met as a student studying on the Isle of Man at Keyll Darree. You will shortly be receiving details of your student number and information about your first unit of study from our colleagues on the Isle of Man, but by way of introduction, we have produced a short podcast. The podcast provides a brief overview of some key information and details of Manchester Met eLearning resources. You can access this podcast at: https://youtu.be/35cXbd8j_kI In the meantime, I hope you enjoy your studies. Clare Street

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If the information provided in the handbook requires further explanation, it can be supplemented through discussion with the Programme/Unit Leader and reference to source documents:

Manchester Met Assessment Regulations (Undergraduate) Assessment Regulations

Manchester Met Student handbook http://www.mmu.ac.uk/academic/casqe/collaborative/handbooks.php

Remember if in doubt about anything ASK. Developing assertiveness to check out your understanding is a good academic skill. 1.2 Commencing the unit/programme On commencement of the unit/programme you will be introduced to the nature and design of the programme relating to:

Registering as a Manchester Met student to receive a student number to allow you access to online Manchester Met student resources, i.e. Moodle, study skills and Manchester Met library Course: BSc(Hons) Health Studies (11152A_1617) Students register with Manchester Met when they commence their first unit of study and annually thereafter if they wish to continue undertaking other units. Programme Registration Fees are charged when the student applies for the core unit ‘Critical Appraisal in Practice’ to be eligible for the award of BSc (Hons) Health and Social Care. The Manchester Met Student Number will entitle you to access various Manchester Met faculty resources online.

Registering with Keyll Darree multi-professional library and receiving an Athens password, www.librarykeylldarree.gov.im

The Keyll Darree library offer several sessions as part of your induction, these include: Introduction to NHS Evidence, Cochrane Library, Social Care Online and Web

Evaluation; Introduction and advanced literature searching skills using Cumulative Index to

Nursing and Allied Health (CINAHL), Medline, British Nursing Index (BNI);

Introduction to E-Books and E-Journal; Introduction to Google Scholar; Introduction to RefWorks; Information searching skills. https://twitter.com/keylldarree www.facebook.com/KeyllDarreeLibrary

1.3 Health and Safety As many of the students on this programme are likely to be government employees much of your Health and Safety pertaining to your employability remains applicable to your presence in the learning facilities. For all, your conduct should always be in keeping with your professional status. Specific issues you should be aware of are:

the location of the fire escapes, raising the alarm and evacuation procedure; signing the classroom attendance list provides an evacuation check list for the

lecturer;

do not use the lift if you are evacuating the building;

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all government buildings are designated non-smoking which includes Vype and e-cigarettes. Smoking has a designated area outside at the corner of the lecture theatre;

respecting the designated mobile phone areas to reduce noise for others; student access to the kitchen area is currently prohibited, therefore vending

machines are provided. Further options for food and refreshments are situated in Noble’s Hospital a few metres away from Keyll Darree;

risk assessments are carried out in keeping with the policy on studying while on maternity leave; Students on maternity leave as agreed by their employer are required to complete the form ‘Studying whilst on maternity leave’ (Appendix E), if they voluntarily decide to continue their studies. The manager’s signature is required to support the arrangements. You are also required to contact the Programme Leader so a risk assessment of the study area is conducted;

consider your health and wellbeing relating to the use of visual display units; remember to use your employer’s access to health and wellbeing resources if you

have any concerns: o http://www.gov.im/hr/healthsafetywelfare/healthandsafety.xml

please let any member of the Learning Team know of any hazard that may be a potential threat to health and well-being.

2.0 Programme Management, Organisation and Communication 2.1 Programme philosophy The programme is centred on Continuous Professional Development (CPD) through lifelong learning in support of professional practice and person development planning. Health and Social Care provision is an ever changing landscape influenced by political, research, technological and organisational developments. The programme will allow professionals to continually review their practices in relation to demographic need, policy creation and where necessary, implement change. In recognition of the different life, social and employment circumstances that influence each individual student’s readiness to learn, the programme will have a degree of flexibility. This flexible design offers an element of choice to the timing of commitment to study. The programme is modular in design and has two mandatory core units and a range of diverse and contemporary option units. It is expected that students will complete each level of study within a 4 year period in order to ensure the programme of study remains contemporary. Although the programme is designed as a ‘taught’ BSc (Hons) degree, time will be dedicated to private study to promote the independent learning expected at academic level 6. This blend of taught and independent study reflects Manchester Met’s Learning and Teaching Strategy to provide flexible opportunities to learn. Student membership on the Quality Review sub group and the Programme Committee facilitates a responsive curriculum. A partnership between the multi-agency health and social care professionals on Island and the programme team ensures the contemporaneous nature of the knowledge and skills within the programme in regard to employability and the Department of Health and Social Care (DHSC) objectives. The close working relationships between all the stakeholders in the programme will ensure the programme remains applicable to the health and social care provision of the population on the Isle of Man.

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As the DHSC are the main providers of health and social care for the Island, employment patterns do not always reflect the correlation of staff career development linked with academic achievement. The programme is inclusive in nature and its teaching methods. Inclusivity is also fostered through support for disabilities which respect equality and diversity. Preparing for Study During the Informal Information Interview (III) you may be given specific advice regarding study preparation for particular programmes or units. However, whatever you are intending to do, some general preparation will get you off to a great start and make your life easier as you study. Paying attention to the following issues will benefit you:

if possible, allocate a private study space at home; even a box to keep your materials organised in will help;

you will need practical access to a computer. We expect all work to be word processed and an internet connection is vital for those using eLearning and a brilliant resource for all (it’s like having a library on your desk). If you share the computer at home you might want to do some negotiation around agreed access times;

carefully consider when you will really study and what might need reorganising to enable this (some people give up cleaning their home / doing the ironing etc!). This is crucial if you are studying part-time and working simultaneously. Do discuss this with your family and friends and try and enlist their emotional and practical support;

start reading and taking notes (and do note that 15 minutes is better than none). Initially a helpful aim is to get a grasp on the elements that make up an area of study. Consider which topics are more or less familiar to you and on how this may impact upon the time you devote to different things. Psychology, health and social care are issues of constant interest in the media. Explore what the current ‘hot topics’ are and who is saying what about them;

get into good study habits from the off. For example, sort out a system for noting useful references. This will save hours of time searching later on!

reflect on your academic strengths and weaknesses. Consider how to capitalise on the former and minimise the latter. For example, you might be quick at grasping new concepts and arguments but struggle with spelling and grammar;

practice being analytical, rather than taking things for granted – this will help you to develop your skills in thinking at a higher level. ‘Making the familiar strange’ is particularly difficult for experienced practitioners as the world of scholarship demands that you unpack and critically examine knowledge – many students find this challenging at first;

finally, prepare to have your brain stretched – metaphorically of course! Like any important process of life development, learning can be both great fun and very tough but it is always ultimately rewarding;

your participation in all learning and teaching methods outlined in the Unit Proformas is assumed. Refer to the Unit Leader if you require further information.

The regulation that applies to this specific programme for Student Attendance, Participation and Absence: Students are required to have 80% attendance of taught hours for each unit. The Unit Leader monitors attendance using a register. Once the student’s absence reaches 20% the student and their employer are notified by letter/email that any further absence will jeopardise the successful completion of the unit.

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Students must notify a member of the administration team at Keyll Darree or a member of the DHSC Teaching Team of any absence. Where possible, some indication of the expected duration of such absence should be offered. Illness which prevents work being submitted on time for assessment must be covered by a medical certificate and an ‘Exceptional Factors Form’ (EF1). The Procedure for Consideration of Exceptional Factors together with the form (by clicking on the link on page 5 of the document) can be found here: Procedure for Consideration of Exceptional Factors These requirements are in addition to, and do not exclude the student’s responsibility to report absence to their seconding body. 2.2 Programme team details The table below gives details of the range of staff involved in ensuring the efficient delivery of the programme.

Office hours

Programme Leader and Unit Leader

Ber Devlin 642927 bernadette.devlin@gov.im 9.00am-5.00pm

Deputy Programme Leader and Unit Leader

Dr John Struthers 642931 john.struthers@gov.im 9.00am-5.00pm

Senior Lecturer Dr Sue Barnard 642894 sue.barnard@gov.im as per allocated units

Unit Leader and Student Liaison Officer

Catherine Black 642929 catherine.black@gov.im 9.30am-2.00pm

Unit Leader Mark Haith 642928 mark.haith@gov.im 9.00am-5.00pm

Unit Leader Donna Hart 642926 donna.hart@gov.im 9.00am-5.00pm

Unit Leader Lyz Howard 651426 lyz.howard@gov.im 9.00am-5.00pm

Senior Lecturer Raymond Ndengeya

687551 raymond.ndengeya@gov.im 9.00am-5.00pm

Advisor for non standard entry onto the programme

Vicky Taylor 642932 vicky.taylor@gov.im 9.00am-5.00pm

Programme Administrator

Pauline Golding 642976 pauline.golding@gov.im 8.30am-4.30pm

Library and Information Services Manager

Library Staff

Mandy Marsay Stacey Astill Rachel Butler Jessica Webb

642974 642993

librarykeylldarree@gov.im Monday-Thursday 8.30am-5.00pm Friday 8.30am-4.00pm 24hour access with use of your proximity card after 5.00pm and weekends

Study Advice Service

studyadvice@gov.im

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The lecturers in the DHSC Teaching Team are all experienced academics with a wide range of interests. Table 1 gives details of specific areas of expertise within the team which may be useful when you are considering a negotiated unit or a dissertation supervisor. Table 1

Name Publications Specialist interests Bernadette Devlin

Programme Leader

MA, PgCertTHE, BSc (Hons), DipHE, RN (Adult)

Devlin, B. (2012) “Keeping it Personal” Nursing Standard, Vol 26; No 33; p64 Law & Ethics Management of Pain Mentorship Management Professionalism Study Skills Research Ethics Research Methods

Dr John Struthers Deputy Programme Leader

PhD, MA, BA (Hons), RNT, Dip, RGN, RMN

Edwards, C. & Struthers, J. (2003) The personal development group. Counselling and Psychotherapy. Mason & Whitehead (2008) Key concepts in Nursing - Two chapters:-‘Guilt’ and ‘Sense of Humour’. Sage Struthers, J. (2014) Analytic Autoethnography: One Story of the Method in Theory and Method in Higher Education Research II, International perspectives on Higher Education Research , Vol 10, 183-202. (in print) Struthers, J. (2012) Analytical autoethnography: a tool to inform the lecturer’s use of self when teaching mental health Nursing, University of Lancaster. http://eprints.lancs.ac.uk/62512/1/Struthers_John_Final_2013_Feb.pdf Struthers, J. (2011) The case for mixed methodologies in researching the teacher’s use of humour in adult education. Journal of Higher & Further Education. Struthers, J. (2000) An exploration into the C.P.N’s use of humour during client interactions. Journal of Advanced Nursing Struthers, J. (1999) An Investigation into Community Psychiatric Nurses’ use of Humour during Client Interactions. Journal of Advanced Learning, 29 (25) 1197-1204. Struthers, J. (1994) An exploration into the role of humour in the nursing student- teacher relationship. Journal of Advanced Nursing 19, 486-491

Reflexivity and self development linked to mental health and wellbeing. Autoethnography as a research method to understand self. Professional development.

Dr Sue Barnard

Unit Leader PhD, MSc, Diploma in Community

Physiotherapy, Grad Dip Phys, MSCP

Barnard, S. (2007) Biographical Disruption in long term chronic illness: urban and remote rural experiences. Research report. NHS Orkney and School Health Sciences, The Robert Gordon University Phillips, D.R., Barnard, S., Mullee, M.M., Hurley, M.V. (2008) Simple anatomical information improves the accuracy of locating specific spinous processes during manual examination of the low back. Manual Therapy

Research Physiotherapy

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Dr Sue Barnard continued …..

doi:10.1016/j.math.2008.02.009 Robertson, D. (2013) Thinking, reasoning and the shock of practice. British Journal of Occupational Therapy (in review)

Catherine Black Unit Leader

Dip Health Services Management, MA Ed, BA (Hons), RN

Black, C. (2005) “Concept analysis of coping” In Cutcliffe, J; McKenna, H (Eds) The Essential Concepts of Nursing, Elsevier, London. Black, C. (2005) “Cancer Pain Management in the Older Person” In Schofield, P; Dunham, M; Black, C; Aveyard, B. (2005) The Management of Pain in Older People, University of Sheffield, Sheffield. Black, C. (1999) Cancer Care - a foundation course for health professionals. Pathophysiology, University of Sheffield, Sheffield. Black, C. (1999) Cancer Care - a foundation course for health professionals. Chemotherapy, University of Sheffield, Sheffield. Black, C., Aveyard, B., Smith, P., Schofield, P. (2007) “Pain assessment in terminal cancer” Journal of Community Nursing, Vol. 21, Issue 5, pp. 19-21. Black, C., Hanson, E., Cutcliffe, J., Goward, P. (2001) “Palliative care nurses and mental health nurses: sharing common ground.” International Journal of Palliative Nursing, Vol. 7; No. 1; pp. 17 - 23. Coleman, R. E., Purohit, O. P., Black, C., Vinholes, J. F. F., Schlosser, K., Huss, H., Quinn, K. J., Kanis, J. (1999) “Double-blind, randomised, placebo-controlled dose-finding study of oral ibandronate in patients with metastatic bone disease” Annals of Oncology, 10, pp. 311 - 316. Cutcliffe, J. R., Black, C., Hanson, E., Goward, P. (2001) “The commonality and synchronicity of mental health nurses and palliative care nurses: closer than you think? Part One”. Journal of Psychiatric and Mental Health Nursing, Vol. 8; No. 1; pp. 53 - 59. Cutcliffe, J. R., Black, C., Hanson, E., Goward, P. (2001) “The commonality and synchronicity of mental health nurses and palliative care nurses: closer than you think? Part Two”. Journal of Psychiatric and Mental Health Nursing, Vol. 8; No. 1; pp. 61 - 66. Owen, J. and Black, C. (1996) “Supportive and Shared Care” In Hancock, B. (Ed) (1996) “Cancer Nursing in the Community”, Oxford, Radcliffe Medical Press. Schofield, P., Smith, P., Aveyard, B., Black, C. (2007) “Complimentary therapies for pain management in palliative care” Journal of Community Nursing, Vol. 21, Issue 8, pp. 10-14. Schofield, P., Dunham, M., Black, C. (2005) “Older people – managing their pain in

Research methods Cancer End of life care Pain management

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Catherine Black continued …..

the community setting” Journal of Community Nursing, Vol. 19, No. 9, pp 24 – 29. Schofield, P., Black, C. (2005) “Pain management in palliative care: a case study” Journal of Community Nursing, March, Vol. 19, Issue 3, pp. 12-17. Schofield, P., Dunham, M., Clarke, A., Faulkner, M; Ryan, T., Howarth, A. (2005) An Annotated Bibliography for the Management of Pain in the Older Adult, University of Sheffield, Sheffield. Contributing reviewer.

Mark Haith

Unit Leader

MA Health & Social Care Research, PGCertHE, NMC Teaching qualification, Diploma in

Counselling, RMN, BA (Hons) History

Haith, M. (2010) A mental health workers’ experiences of a patient’s suicide – John. In: Peters, J. and Linn-Gust, M. (eds.) A Winding Road – A handbook for those supporting the suicide bereaved Chellehead Works; UK. Haith, M. and Whittingham, K. (2012) Action Learning Sets: an efficient and empowering means of supervising nursing staff. Nursing Times, 108 (18/19), 12-14. Haith, M. and Whittingham, K. (2012) The impact of being part of an action learning set for new lecturers: a reflective analysis. Action Learning: Research and Practice, 9, (2), 111–123. Webster, B., Goodhand, K., Haith, M. and Unwin, R. (2012) The development and implementation of service users in the provision of verbal feedback to student nurses in a clinical simulation environment. Nurse Education Today, 32 (2), 133-138.

Psychological Therapies Action Learning Supervision Coaching

Donna Hart Unit Leader

PGCertH&SCEd, MSc Health Promotion, Specialist Practitioner District Nursing, RN

Bailey-McHale, J. and Hart, D. (2013) Mastering Mentorship. A practical guide for mentors of nursing, health and social care students. London: Sage.

Mentorship Community Nursing Non Medical Prescribing Qualitative Research Process

Lyz Howard

Programme Leader MEd eLearning, PgCertTHE, BSc (Hons) Health

Studies, RN (Adult)

Moore, L. (2008). Knowles, Knowing and Kaleidoscopes of Self Reflection. NET Conference Presentation. Bailey-McHale, J., Moore, L. (2010) Peers Support and Observation in A. McIntosh, J. Gidman and E. Mason-Whitehead (Eds) Key Concepts in Healthcare Education. London: Sage. Bennett, S., Lynch, P., Lee, S., Howard, L. (2010). COOLAID – Collaborative Observation in the On-Line Environment for Enhancement Across Institutional Divides. Higher Education Academy, EvidenceNet HE Resource. Bennett, S., Lynch, P., Lee, S., Howard, L. (2011). Embedding Teaching Quality Enhancement: Peer Support and Collaborative Observation On-Line (COOL). European Distance and E-Learning Network (EDEN) Conference, Dublin. Howard, L. (2012). Enhancing the eLearning experience for pre-registration nurses undertaking an applied sciences module. NET International Networking for

Research Methods; e-Research Older Persons Care; Networked Learning Technology Enabled Learning (TEL); eLearning; Anatomy and Physiology Women’s Health; Sexual Health; Public Health Adult Nursing Practice Critical Care; ICU/Coronary Care; A&E Nursing; Paramedic Sciences Study Skills; adult learning

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Healthcare Education Conference Presentation. Howard, L. (2016). Casting the ‘net’ in autonetnography: professional development in networked learning teaching praxis. Presentation, Poster and Paper. European Conference in eLearning, Prague 26-28 October 2016. Howard, L. (In press). An exploration of Autonetnography as an emerging eResearch methodology to Examine Scholarship in Technology Enhanced Learning. Electronic Journal of eLearning. Special Issue. Howard, L. (2018). Casting the ‘net’ in autonetnography. Book Chapter. Theory and Method in Higher Education Research. Emerald Group Publishing Limited.

Raymond Dzingai Ndengeya

MSc in Cognitive Behavioural Psychotherapy, MSc in Public Health, PG Cert TLHE, RMN

Harvey, S. Ndengeya, R. and Kelly, C (2014)Using Story telling to investigate Youth suicide in New Zealand, DTAA Journal, Moving on. Vol 12, (1;2), 1-9

Psychotherapeutics, Epidomology Health inequalities Development of knowledge (Ontology and epistemology). Research Methods Evidence based practice. Existencial Philosophy Effects of Culture in health outcomes. Effects of culture in health interpretations. Clinical supervision. Case formulations in mental health.

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2.3 Programme Committee and Quality Review Sub Group The Programme Committee meets three times a year to make decisions about the delivery and development of the programme in meeting its aims and supporting students. The membership of the programme committee is detailed at http://www.mmu.ac.uk/academic/casqe/event/docs/delivery.pdf In addition, the Programme Committee also includes a Lay member/Patient and Public representative and Service User representatives. In addition to the Programme Committee a Quality Review sub group meets twice a year to share students’ journeys through each unit in the programme. The Quality Review sub group responsibilities are to:

i. make recommendations to the Programme Committee based on each unit’s evaluation report;

ii. inform the Programme Committee about changes that may require Minor Modification;

iii. ensure the unit operates in accordance with the programme scheme; iv. record all decisions to unit evaluation reports for the purpose of the

Continuous Monitoring and Improvement process; v. ensure students are informed of how their evaluations and voice shape

decisions.

The Quality Review sub group members are: The Programme Leader (Chair); Unit Leaders; Librarian; Practice representatives from the DHSC; Programme Administrator; Lay member/Patient and Public representative; Service User representatives Student representatives for each unit.

Student engagement

Higher education is not a passive process therefore we expect and promote active involvement by students in all aspects of their learning for educational enhancement and quality assurance. The purpose of gaining your views as a student is to improve the student educational experience for both current and future student groups. You may be nominated by your unit group to become one of the two student representatives required to represent each unit. The student representative role does draw on your time but is hopefully beneficial to you to undertake this responsibility in the programme. The role enables you to appreciate and contribute to the quality procedures pertaining to delivery and assessment of the programme. External Examiners’ reports are made available to the Student Representatives to inform any response. You will receive a letter for undertaking this role to include in your professional portfolio. The role of the student representative can be found in Appendix G. Student engagement and reassessment Manchester Met defines full engagement under point B24 of the Undergraduate Assessment Regulations 2016/2017. Please read these regulations to familiarise yourself with the content.

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Engagement with Employers Employers agree the strategic demand and direction of the programme through the Learning Strategy Group. This group comprises of senior representatives of the various professions within the DHSC enabling the selection of option units to be linked to workforce plans. Representatives of the employers are invited to the Programme Committee and Quality Review sub group to contribute to design and development of delivery of each unit. Employers also demonstrate commitment to the programme through their contribution as guest speakers on many of the units. There is an expectation from the DHSC that you will inform the relevant Practice Representatives (Susan Dunajewski: susan.dunajewski@gov.im Nicola Howard:

nicola.howard@gov.im Kevin Hurst: kevin.hurst@gov.im Deb Tatum: deborah.tatum@gov.im Michelle Breed: michelle.breed@gov.im) of your areas of

interest of study and programme related issues.

3.0 Curriculum Information

3.1 Programme specification The programme is modular. The programme specification can be found at Programme Specification 272E 3.2 Programme name and code The programme title is BSc (Hons) Health and Social Care and the code of the programme is 272E. 3.3 Programme aims To ensure the programme fulfils its philosophical intent Manchester Met’s educational aims and outcomes are provided along with the specific aims of this programme: 3.3.1 Educational Aims

to develop flexible approaches to programme delivery and student support which reflect the needs and expectations of our students;

to provide a supportive and inclusive learning environment which will enable success for all learners;

to encourage the development of students’ intellectual and imaginative powers, creativity, independence, critical self-awareness, imagination and skills that will enhance global employment opportunities on graduation in all programmes;

to establish a culture of constant improvement in learning, teaching and assessment that is anticipatory, enabling, supportive, rewarding and fully aligned with the University’s vision and strategic objectives;

to provide a learning experience that is informed by research, scholarship, reflective practice and engagement with industry and the professions.

3.3.2 Educational Outcomes On successful completion of their course of study Manchester Met graduates will be able to:

apply skills of critical analysis to real world situations within a defined range of contexts;

demonstrate a high degree of professionalism characterised by initiative, creativity, motivation and self management;

express ideas effectively and communicate information appropriately and accurately using a range of media including ICT;

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develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives;

manage their professional development reflecting on progress and taking appropriate action;

find, evaluate, synthesise and use information from a variety of sources;

articulate an awareness of the social and community contexts within their disciplinary field.

3.3.3 Programme Educational Aims

to offer a dynamic, quality assured and flexible learning experience to develop the skills, knowledge and attributes required to meet the students’ individual needs in providing health and social care;

to provide opportunities for professional development that meets the needs of the student, their employers and the organisation within which they work;

to develop practitioners who are able to recognise the need for and contribute to, evidence based change within the multi-disciplinary health and social care practice arena;

to promote the ethos of lifelong learning, continuing professional development, and the enhancement of transferable skills within the ever-changing context of health and social care practice.

3.4 Programme structure and content For BSc and MSc Programme entry criteria, please click on this link. You MUST meet the entry criteria prior to commencing the “Critical Appraisal in Practice” core unit. The programme comprises of 2 mandatory core units (totalling 60 credits) and the opportunity for students to choose 3 further option units (60 credits). Students must have successfully achieved 80 credits before undertaking the 40 credit ‘Leading evidence based change in professional practice’ unit. There are only two units with consistent set delivery times. The ‘Critical Appraisal in Practice’ unit will commence annually in January. The double unit ‘Leading evidence based change in professional practice’ will commence annually in October. These dates are sequenced to enable relevant business to be processed by the Progression and Awards Board. All other units are planned with regard to lecturer availability and delivered with regard to student application. A minimum of six applications is required or else taught units won’t be delivered. It is expected that students will complete their Award within a 5 year period to ensure the programme of study remains contemporary.

Final Award Learning Outcomes

On completion of Level 6 study the student will be able to: 1. critically appraise the relationship between individual and institutional health and

social care contexts considering local, national and international influences; 2. critically analyse a broad range of health and social wellbeing issues in the context of

a wide range of disciplines; 3. synthesise and present coherent arguments from a range of theories relating to

health and social care issues; 4. critically reflect upon the continuum of health and social wellbeing and its impact on

the lived experience; 5. critically appraise and articulate central theoretical arguments within a variety of

health and social care contexts;

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6. critically appraise research findings and methodologies relevant to health and social care issues from across a range of disciplines.

(Adapted from: - QAA Framework for higher education qualifications in England, Wales and Northern Ireland. August 2008). The combination of Manchester Met Educational Outcomes and the Programme Learning Outcomes ensures compliance with the descriptor for a qualification at Honours Level: Bachelor’s Degree with Honours, (FHEQ 2008). Final Award Students who exit the programme having successfully completed 120 credits at Level 6 will exit with the BSc (Hons) Health and Social Care. Pass Degree Learning Outcomes In order to achieve a Pass Degree students will be able to:

1. appraise the relationship between individual and social care contexts considering local, national and international influences;

2. analyse broad health and social wellbeing issues in the context of a wide range of disciplines and elucidate coherent arguments from a range of theories relating to health and social care issues;

3. reflect upon the continuum of health and social wellbeing and their impact on the lived experience;

4. appraise research findings relevant to health and social care from across a range of disciplines.

In order to be awarded the BSc in Health and Social Care students must have passed both core units. Students cannot commence the dissertation core unit until they have achieved the Critical Appraisal in Practice core unit AND another 60 credits at Level 6.

Core Units Code

Status Unit Title No. of credits

27286001 Non-condonable Critical Appraisal in Practice 20

27286021 Non-condonable Leading evidence based change in professional practice

40

Option Units Choose 3 from Options List

27286003 Non-condonable Advanced communication skills in psychological approaches

20

27286004 Non-condonable Applied Pathophysiology and Pharmacology 20

27286005 Non-condonable Care of patients requiring transfer by air, land or sea

20

27286007 Non-condonable Exploration of practice though a negotiated contract (students may undertake this unit twice within the programme, examining different health and social care topics)

20

27286009 Non-condonable Helping people live with chronic illness: palliative and terminal care

20

27286022 Non-condonable Law & Ethics in Health and Social Care 20

27286011 Non-condonable Management of Pain 20

27286012 Non-condonable Negotiated work-related professional/clinical skills

20

27286013 Non-condonable Older person-centred approach in practice 20

27286023 Non-condonable Psychosocial Approaches in Recovery and 20

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Rehabilitation

27286015 Non-condonable Public Health in Professional Practice 20

27286017 Non-condonable RCN Clinical Leadership Programme 20

27286024 Non-condonable The Application of a Cognitive Behavioural Approach in Professional Practice

20

27286025 Non-condonable The Reflective Practitioner in Health and Social Care

20

27286020 Non-condonable Women’s Health and Wellbeing 20

3.5 Unit Specifications The validated unit specifications can be found at Unit Specifications 4.0 Assessment Information 4.1 Assessment strategy The assessment strategy follows Manchester Met’s assessment regulations which can be found at Assessment Regulations (Undergraduate) 4.2 Unit specific assessments In keeping with the view that assessment is a major part of the learning process, assignments will be introduced at the commencement of the unit and detailed in the unit handbook. Although assessments will be varied in style, consistency will be maintained between units in relation to the anticipated student effort. Assessment modes will be specifically designed to offer diversity and challenge to the student. The assessment of a unit will enable each student to apply the learning outcomes to their field of practice. The assessment methods will ensure all programme learning outcomes are met regardless of the specific option units selected. 4.3 Summative and formative assessments Formative assessments when utilised within a unit, are designed to focus on the student’s ability to demonstrate aspects of unit outcomes, where achievement can be evidenced in a number of ways. Student presentations sequenced into the unit delivery can centre on the issues they raise through engagement with their summative assessment. Planning such formative assessments enables feedback to be provided to maximise the student’s potential for learning. The tutorial system will also provide a formative approach to confirm understanding of learning and guide individual support. Summative assessments are integral to each unit within the programme. They provide evidence of achievement of the unit outcomes and the associated academic credits. 4.4 Marking policy All units are marked in accordance with Manchester Met’s University Standard Descriptors (Appendix B). Internal moderation processes adhere to Manchester Met regulations for moderation of summative assessments and can be accessed at Institutional Codes of Practice 4.5 Assessment quality procedures

Typed feedback is available on Moodle from the first marker and, when part of the sample for moderation, the second marker/moderator too. All assessments will be reviewed and agreed through appropriate Manchester Met faculty mechanisms. In

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accordance with the University’s expected timescales feedback will be available on Moodle four weeks (the post date) from the date of submission. Please note that it is your responsibility to download and print/save your assignment and feedback after the post date, as you may not have access to this information once you are no-longer registered with Manchester Met. Adhering to Manchester Met timescales for assessment feedback maximises the opportunities for students to develop their potential for future submissions. All students will be informed that the marks remain unconfirmed until ratification at the annual Progression and Awards Board in July. Information on the membership and terms of reference of the Progression and Awards Board can be found at: Assessment Boards All students who require resubmission of an assessment will be invited to seek tutorial assistance. Records will be maintained by all Unit Leaders regarding the frequency and content of each tutorial whether the mode is face to face or via email. The External Examiner will see work from all markers. External Examiner comments will be responded to as required and feature as an agenda item on the internal Quality Review sub group and Programme Committee. These processes will ensure the dissemination of feedback, thus maintaining or improving quality across all units of the programme. 4.6 Guidelines for writing and submission of assignments Submission date for an assessment is launched on the first day of the unit. The purpose of assessment is to demonstrate that students have fulfilled the objectives of the programme of study and achieved the standard required for that level and the award they seek. Assessment will be directly linked to learning outcomes of the unit and specific guidelines and criteria for each assessment will be given by Unit Leaders in unit outlines at the start of each unit to encourage students to manage their time effectively.

A student may not submit identical or similar assignments or sections of their work for more than one unit. Students found to have done so, may be judged to have failed that assignment and committed academic malpractice which may compromise your professional registration. Word limits are set to indicate the breadth and depth of the academic work. The word count will include any abstract, in text tables, references and quotations. The reference list and any figures or appendices do not form any part of the word count. Students must include a word count on the last page of the assignment. If the word count is omitted from the assignment, it will not be accepted for marking. It is permissible to exceed the stated word limit by 10% without penalty. Where the work submitted is either stated or found to exceed the stated word count in excess of 10%, marking will cease at that point. A mark will be awarded for the work submitted up to the permitted word count. Process for submitting assignments You must submit your work on or before the deadline date via Turnitin on Manchester Met Moodle under your unit of the programme. Please do not leave it until the last minute to submit your assignment, in case you encounter any difficulties. You are strongly advised to submit your work by 9.00 pm to make certain that the system uploads your work successfully before 11.59 pm. Your work will automatically be recorded as a fail if it is not processed by 11.59 pm. Once submitted an automatic email will be sent to your Manchester Met email account to acknowledge receipt of your submission to

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Turnitin. Those who are required to submit papers manually and electronically MUST submit by 4.00 pm on the hand-in date.

4.7 Ethical protocol for summative assessments In all assessments, students are required to maintain confidentiality and anonymity for patients/clients, employees and employers. Where patient/client information is used in case studies where possible the patient/client should grant their permission and the practice manager must confirm that this has been obtained. Students must confirm this in their assignment. A pseudonym must be used and this must be made clear through reference to a code of professional conduct (where appropriate). Where organisational material is utilised in assessment, students should obtain written permission for the use of this material as part of an assessment by the practice manager and stated in the assignment. If a student is judged to have significantly breached confidentiality, a mark of ‘0’ (zero) will be awarded and their employer informed of this breach of confidentiality. In regards to a late submission the mark of ‘0’ (zero) will be awarded. No plagiarism is permitted. “All students are expected to complete the plagiarism element of the ‘Skills Online’ Moodle Site” (Click here to access). If plagiarism is detected a mark of ‘0’ (zero) will be awarded and an investigation will take place. See Procedure for Handling Academic Misconduct In the interest of sharing good practice developed through academic study a list of assignment titles and research projects with the student’s name and contact details will be posted on the LEaD webpage Isle of Man Government - Areas of interest explored within Health & Social Care Formatting assessed work Guidance for the submission of course work can be found in Appendix H. The assessment’s form and format requires you to: 1. Word process all assignments. 2. Have at least a 2.5 cm (1 inch) margin on the left. 3. Use sans-serif typeface, for example, Tahoma, Arial, Calibri and font size 11. 4. Double line spacing. 5. Each page requires to be numbered with a page number and your Manchester Met

Student Number, which will be given to you by the Programme Administrator. This increases your anonymity with the first and second markers.

6. Adhere to Writing Conventions (Appendix F). 7. Use the Harvard Referencing Style (Appendix C, Referencing Academic Assignments) or

http://libguides.mmu.ac.uk/refguide If you are using RefWorks please select Harvard Emerald as your referencing style.

Academic malpractice is treated seriously by all academic institutions. You will be required to declare on Turnitin that your submission is your own work and that all reference sources have been attributed. It is your responsibility to ensure that you keep a back up copy of all assignments submitted.

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If you are requested to resubmit an assignment, the submission will normally be six weeks after notification following an Assessment Board. 4.8 External Examiner Name: Dr Michael Fleet Position: Senior Lecturer Mental Health Institution: Teeside University Note for students The details provided relating to External Examiners appointed to this unit/programme are for information only. You must not contact External Examiner(s) directly, and particularly with respect to your individual performance in assessments. If you wish to make a complaint or an appeal regarding your assessment you should follow the University’s procedures for Academic Appeals, guidance on which is available via the following link: http://www.mmu.ac.uk/sas/studentservices/appeals/index.php Student representatives on programme committees will have the opportunity to consider comments made by External Examiners in their annual reports as part of the University’s Continuous Monitoring and Improvement process. 5.0 Student Support and Guidance Although you are undertaking this Health and Social Care programme through Keyll Darree it is important to recognise your affiliation to Manchester Metropolitan University by accessing Moodle. The student support is detailed in the diagram on page 22 and includes the Programme Leader, Student Liaison Officer and Unit Leader roles. Specific Guidelines for Students Accessing Tutorial Support can be found in Appendix D. Student support takes place from initial contact regarding the programme, and is available through several sources until the completion of the option unit or named award. Student Funding / Loans / Travel Expenses The DHSC Education and Training Centre cannot negotiate on behalf of, or provide funding, loans or travel expenses for any student. However, methods of payment for students paying their own course fees are negotiable. Cost of Units All programme fees are in accordance with the policy and procedures for course charges and payments Course Charging Policy - January 2015 Withdrawal from the Course Refund of registration fees will not be possible once the registration process has been completed, regardless of reasons for leaving. You must notify the Unit Leader at your earliest opportunity, your intentions to withdraw from the unit or not submit your piece of work in order to maintain a live record with Manchester Met. Failure to do this will result in a record of zero for non submission. Changes of Name / Address Students must notify the Programme Administrator as soon as possible, so that appropriate alterations can be made to course related documents.

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Student Liaison Officer Staff : Student Liaison Committees provide a forum for staff and students to discuss matters in an informal setting in advance of Programme Committees. A Staff : Student Liaison Committee is an essential tool for ensuring prompt resolution of issues raised by students, which are then reported to the Programme Committee and included in the Continuous Improvement Plan. A Staff : Student Liaison Committee also provides a platform for identifying those issues which the Programme Committee is required to take action to resolve. 5.1 Annual Progress Review Each student will be invited to an Annual Progress Review (APR), to review progression to ensure alignment with their personal and professional development and changing organisational objectives. Adjustments can be made to the original route through the programme as the student’s situation alters. The introduction of the Knowledge Skills Framework across the DHSC, Personal Development Plans and professional requirements to evidence continual professional development, reinforce the need for teaching methods and personal development planning that fosters reflective practices and builds confidence in managing the student’s own personal and professional development. The APR meeting will be arranged with you via the Programme Administrator to meet with the Programme Leader or Deputy Programme Leader. 5.2 Tutorial and pastoral support To ensure you are supported through your academic work and in particular when submitting unit assessments a tutorial support system is operated. You are strongly encouraged to engage with the Unit Leader when submitting assessed work. This will ensure you make the best use of your time and effort. Tutorial support is provided on an individual basis and you are advised to book an appointment with the Unit Leader for any tutorials. Pastoral support can be accessed through the Unit Leader and/or the Student Liaison Officer who may be able to listen and respond within the guidance of the regulations or review options or indicate where further support may be found. 5.3 The Study Advice Service A range of student support for various disabilities can be accessed through local and Manchester Met resources to support an individual’s study. Student support services can be accessed directly via Manchester Met Moodle MMU Moodle or through the Programme/Unit Leader. It is important that you engage with the Unit Leader for specific academic support when pertaining to individual units. We have developed a Study Advice Service via the dedicated email address (a confidential first point contact for all students) studyadvice@gov.im. This support is in addition to that provided by the Unit Leader for students with specific learning difficulties (for example, dyslexia) and those who have difficulties with general study skills, rather than problems specific to the individual unit assignment. Where agreed, information may be shared with relevant Unit Leaders. All units have information on the Manchester Met Moodle unit page which will include the unit proforma, timetable etc. Further correspondence with the Unit Leader will be recommended to clarify the intended learning.

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5.4 Accreditation of Prior Learning (APL) Claims Any APL applications will be identified during the III and/or APR and claims should then be discussed with an allocated Advisor for Accredited Learning, Donna Hart, Catherine Black, Vicky Taylor and Raymond Ndengeya (contact details on page 7) who will advise on possible options. Regulations pertaining to Manchester Met’s APL opportunities can be found on the following link: Accreditation of Prior Learning 6.0 Student Representation and Feedback The student voice is considered essential to the evolution of the programme; therefore several mechanisms are built into the programme design. Students will be encouraged to bring any aspects of concern regarding the programme or unit delivery to the Unit Leader or Programme Leader as soon as possible. Making concerns known to others promptly increases the opportunity of the benefits being experienced by those who have raised the concern, rather than only future cohorts. How the students’ voice is sought and captured through the engagement with the programme will be explained with an invitation to seek cohort support to become one of the unit’s student representatives for the Programme Committee, or Quality Review sub group. Links within the student handbook provide contact details for programme staff and other relevant policies and regulations, such as library and complaints procedure. Each unit of the programme will be evaluated by each student through their completion of an anonymous unit evaluation form. The Unit Leader will also discuss the evaluation of the unit and utilise methods such as nominal group evaluation to poll opinion on each item. A report on the unit will be compiled by the Unit Leader and presented at the Quality Review sub group, whose membership will include two student representatives from each unit. Following completion of the programme and results of the final assessment an End of Programme Evaluation form will be sent to each student. The End of Programme Evaluation will allow the student to offer their perspective on the linkages between the core and option units and their experience of the programme. A summary of the End of Programme Evaluation will be produced by the Programme Leader and discussed at the Quality Review sub group. Award Ceremonies All students undertaking a Manchester Met Award at Collaborative Partner Institutions will gain an award certificate and transcript of study from the University. As you are a student at a Collaborative Partner Institution, Manchester Met will invite you to attend their award ceremony in Manchester. You will also be invited to attend your Award and Graduation Ceremony held locally at the Villa Marina. You can attend one or both Award Ceremonies should you choose to do so. It is an opportunity to celebrate your hard work and achievement.

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Overview of student support and satisfaction

Student Informal Information Interview Programme Leader or Overview of programme

(III) Deputy Programme Leader Thematic nature of assessments (inform Teaching Team of demand)

Check entry criteria

Decide to sign on Standalone unit Register with Keyll Darree and Manchester Met Programme of study Register with Keyll Darree and Manchester Met

Administration Application Forms – online eform

Dia

logue w

ith P

eers

and U

nit L

eader

re ‘sa

tisf

act

ion’ of

educa

tional experience

For

all

units

Attend unit/s Unit Leader Tutorials - Log

Link to Personal Development Plan

Unit/Programme Leader

and/or

Pastoral - Resources: Manchester Met regulations

Student Liaison Officer Employers: Occupational health

Staff welfare

Study leave policy

Library/Librarians 24 hour access to the library IT – word processing

(when registered with Manchester Met will have access to Manchester Met electronic resources)

Administration Log attendance

Manchester Met ID numbers

Exceptional factors forms

Student Handbook Web Link to regulations

Programme Specific Regulations

Student support services Manchester Metropolitan University

studyadvice@gov.im Standalone Finish unit Unit Leader Feedback from assessment. Tutorials

Student Unit Evaluations

Progress Review Programme Leader or Deputy Programme Leader

Offer opportunity to discuss progression in light of 4 year duration of programme

Personal Development Plan at student’s request or annually End of Programme Evaluation

BSc (Hons) Health and Social Care calendar unit delivery Appendix A

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Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec

2017 LEBC CAP

LEBC CAP

CAP

OPCA OPCA CBA

OPCA CBA

CBA

LEBC MoP

LEBC MoP

LEBC MoP

2018 LEBC CAP

LEBC CAP

CAP

RP

RP

LEiHSC RP

AP&P

LEiHSC

AP&P

LEiHSC

AP&P

LEBC MoP

LEBC MoP

LEBC MoP

2019 LEBC CAP

LEBC CAP

CAP

OPCA OPCA OPCA

Revalidation of the programme is scheduled for the academic year 2018/19 after which time continuing delivery of this programme will be reviewed.

All units are planned and delivered with regard to student application and lecturer availability. This could result in units running or not at all depending on application.

Core Units

Unit Leader

27286001 CAP - Critical Appraisal in Practice Bernadette Devlin

27286021 LEBC - Leading evidence based change in professional practice John Struthers

Option Units

27286003 ACSPA - Advanced Communication Skills in Psychological Approaches Mark Haith

27286004 AP&P - Applied Pathophysiology and Pharmacology Lyz Howard

27286005 CALS - Care of patients requiring transfer by air, land or sea Catherine Black

27286007 NegCon - Exploration of Practice through a Negotiated Contract

This unit can be undertaken throughout the year, start date/s for which is negotiated with the Unit Leader. Students may undertake this unit twice within their programme of study.

Lyz Howard

27286022 LEiHSC - Law and Ethics in Health and Social Care Bernadette Devlin

27286009 P&TC - Helping People live with Chronic Illness: Palliative and Terminal Care Catherine Black

27286011 MoP - Management of Pain Bernadette Devlin

27286012 NWRPS - Negotiated Work Related Professional /Clinical Skills This unit can be undertaken throughout the year, start date/s for which is negotiated with the Unit Leader

Lyz Howard

27286013 OPCA - Older Person-centred Approach in Practice Lyz Howard

27286023 PSA - Psychosocial Approaches in Recovery and Rehabilitation Mark Haith

27286015 PH - Public Health in Professional Practice Donna Hart

27286017 RCNCL - RCN Clinical Leadership programme (please contact Cathie Quine for dates and applications) Catherine Black

27286024 CBA - The Application of a Cognitive Behavioural Approach within Professional Practice Mark Haith

27286025 RP - The Reflective Practitioner in Health Care John Struthers

27286020 WHW - Women’s Health and Wellbeing Lyz Howard

The above units are validated by Manchester Metropolitan University. Modules validated with the University of Chester can also be undertaken and transferred into the BSc (Hons) Health and Social Care programme by applying for Accreditation of Prior Learning (APL). These are the NM6156 Multi-professional support of Learning and

Assessment in Practice (scheduled annually for April/May – Module Leader is Ber Devlin) and the V300 Non Medical Prescribing Programme (Programme Leader is Donna Hart).

BSc (Hons) Health and Social Care Appendix B

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University Standard Descriptors: Level 6 Graduate outcome

1 2 3 4 5 6 7

Grade range

Apply skills of critical analysis to real world situations within a defined range of contexts

Demonstrate a high degree of professionalism* eg initiative, creativity, motivation, professional practice and self management.

Express ideas effectively and communicate information appropriately and accurately using a range of media including ICT

Develop working relationships using teamwork and leadership skills, recognising and respecting different perspectives

Manage their professional development reflecting on progress and taking appropriate action

Find, evaluate, synthesise and use information from a variety of sources

Articulate an awareness of the social and community contexts within their disciplinary field

86%-100% Problems are evaluated and solved with original and insightful reference to theory and practice

There is evidence of the ability to work as a mature professional, able to review their own work critically with respect to appropriate professional standards and values.

Work is presented creatively and fluently to a selected audience using a range of strategies and media

An inspiring contribution is made as a leader or a member of a team to complete complex projects. Evidence of very insightful reflection on their performance within the team.

An exciting, challenging and feasible professional development plan is produced.

An innovative project is designed, planned and carried out meticulously to gather relevant information from an appropriate range of primary and secondary sources. The limits of established knowledge are challenged in considering the results and/or outcomes.

Original insights are brought to the analysis of the social and community contexts of their discipline with respect to their own work

70%-85% Problems are evaluated and solved with insightful critical reference to theory and practice

There is evidence of the ability to work meticulously and competently with reference to professional standards and values, able to reflect critically on their own practice

Work is presented fluently to a selected audience

using a range of strategies and media

A significant contribution is made as a leader or a member of a team to complete complex projects. Evidence of critical reflection on their performance within the team.

A stretching professional development plan is produced.

An innovative project is designed, planned and carried out meticulously to gather relevant information from an appropriate range of primary and secondary sources. Critical insight is brought to the analysis.

The analysis of the social and community contexts of their discipline with respect to their own work is meticulous.

60%-69% Problems are analysed and solved with clear critical reference to theory and practice

There is evidence of the ability to work effectively and competently with reference to professional standards and values, able to reflect on their own practice

Work is presented coherently to a selected audience using a range of strategies and media

A strong contribution is made as a leader or a member of a team to complete complex projects. Evidence of rigorous reflection on their performance within the team.

A well structured professional development plan is produced.

A project is designed, planned and carried out thoroughly to gather relevant information from an appropriate range of primary and secondary sources. Results and/or outcomes are evaluated thoroughly and critically.

The social and community contexts of their discipline are critically reviewed with respect to their own work

BSc (Hons) Health and Social Care Appendix B

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50%-59% Problems are analysed and solved with reference to theory and practice

There is evidence of the ability to work confidently and competently with reference to professional standards and values, able to reflect on their own practice

Work is presented clearly to a selected audience using a range of strategies and media

A distinguishable contribution is made as a leader or a member of a team to complete complex projects. Evidence of thoughtful reflection on their performance within the team

A convincing professional development plan is produced.

A project is designed, planned and carried out accurately using an appropriate range of primary and secondary sources. The results and/or outcomes are evaluated carefully.

The social and community contexts of the discipline are evaluated in drawing conclusions and making recommendations

40%-49% Problems are solved with some reference to theory and practice and with evidence of some critical reflection.

There is evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

Work is presented to a selected audience using a range of strategies and media

There is evidence of working effectively in a team as either leader or member as needed to complete complex projects. Evidence of reflection on their performance within the team.

A plausible professional development plan is produced.

A project is designed, planned and carried out using an appropriate range of primary and secondary sources. The results and/or outcomes are evaluated accurately.

The social and community contexts of the discipline are considered in drawing conclusions and making recommendations

35%-39% Problems are approached haltingly or uncritically

There is insufficient evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

Work is presented to a selected audience haltingly or using a limited range of strategies and media

There is inadequate evidence of contribution to a team as either a leader or a member to complete complex projects, or unconvincing reflection on their performance within the team.

A limited professional development plan is produced.

A project is inadequately designed, planned and carried out using an inappropriate range of primary and secondary sources. The results and/or outcomes are partially evaluated.

The social and community aspects of the discipline are referred to in very basic terms when drawing conclusions and making recommendations

20%-34% Problems are approached with little reference to theory or practice

There is very limited evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

Work is presented to a selected audience haltingly and using a limited range of strategies and media

Very limited evidence of contribution to a team as either a leader or a member to complete complex projects. Unconvincing reflection on their performance within the team.

A very limited professional development plan is produced.

A project is badly designed, planned and carried out using an inappropriate range of primary and secondary sources, with very limited evaluation of the results and/or outcomes

The social and community aspects of the discipline are not mentioned or have erroneous reference made to them when drawing conclusions and making recommendations

0%-19% Problems are approached with no or almost no reference to theory or practice

There is no or almost no evidence of the ability to work competently with reference to professional standards and values, able to reflect on their own practice

Work is presented to a selected audience incomprehensibly and using an unacceptable range of strategies and media.

Evidence of a negative or detrimental contribution to a team working on complex projects, and unsuccessful reflection on their performance within the team.

An unacceptable professional development plan is produced.

A project is very badly designed, planned and carried out using inappropriate sources. Evaluation of the results and/or outcomes is wrong or unacceptable.

No or very little evidence of referral to the social and community aspects of the discipline; little or no evidence of using them to draw conclusions and make recommendations

BSc (Hons) Health and Social Care Appendix C

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REFERENCING ACADEMIC ASSIGNMENTS It is crucial that students undertaking academic courses are able to correctly reference supporting material used in their assignments. It is not just simply a matter of courtesy to the authors; it is part of the academic rigour that is required of them by the validating university. To not do so could result in the assignment failing to reach a pass grade. You have been warned! You are expected to reference all material used. It may seem that some information is so well established that it does not require supporting with a reference, for example some aspects of physiology. But unless it is a universally accepted truth then it must be supported in your essay. Honest and professional citation of references provides the framework for sound written assignments. It enables:

you to acknowledge the sources you have used to inform your arguments.

other people to identify and trace sources you have used for your ideas. identification of the nature and range of the sources consulted. others to locate and read the original material for themselves.

You must make sure that your work could not be classified as unduly derivative, that is, based too closely on the work of other authors, even though you have acknowledged them as the source. Plagiarism, the act of taking ideas or passages from another person’s work and presenting them as your own, would result in the student failing the assessment. Additionally, such a student may be recommended for expulsion for academic reasons in accordance with the Manchester Metropolitan University’s regulations. Several methods of referencing exist in accord with the Manchester Metropolitan University, we insist on the Harvard System when submitting work for academic accreditation. See guidelines for Referencing: http://libguides.mmu.ac.uk/refguide If you are using RefWorks please select Harvard Emerald as your referencing style.

BSc (Hons) Health and Social Care Appendix D

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Guidelines for students accessing tutorial support These guidelines have been formulated to ensure that students are able to use tutorial support systems effectively. It is important that students develop an independent and confident approach to their studies in order to prepare them for the demands of lifelong learning. The guidelines are open to negotiation and are presented as a means of facilitating academic development.

Students are encouraged to access tutorial support from the designated Unit Leader.

Students will normally phone to book tutorials in advance unless provision has been made during study days.

Tutorials will be held at the DHSC Education and Training Centre, Keyll Darree or via email unless practice is to be observed.

Unit Leaders cannot read a full draft of the student’s assignment. Therefore, students must come to the tutorial with a specific focus on which discussion can take place.

To avoid over dependency on tutorial support, students should monitor their uptake of tutorials. Generally, no more than 2 - 3 tutorials should be required for any given unit.

If the student requests additional tutorial support a formal contract will be negotiated with the Unit Leader.

Monitoring of tutorial support is kept on a ‘Tutorial Record’ which can be viewed by the student on request.

The Unit Leader will keep a record of each tutorial and a summary of the key points discussed. Each student can have a copy following the tutorial, or request to see their tutorial notes.

Any tutorial support required for resubmission/s will be limited to two hours and will only be available after notification of a resubmission date.

BSc (Hons) Health and Social Care Appendix E

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Studying whilst on maternity leave As a student on the BSc (Hons) Health and Social Care programme/standalone units registered with Manchester Metropolitan University I wish to voluntarily continue my studies whilst on maternity leave. I accept that as it is my decision to continue my studies whist on maternity leave I waive the right to appeal on any grounds relating to any consequence stemming from reduced access to Professional Practice. I will contact the Programme Leader to undertake a risk assessment of the study areas.

Name:

Signature:

Date:

I support the above arrangements.

Manager’s Name:

Signature:

Date:

Learning Education and Development (LEaD) Education & Training Centre, Keyll Darree, Strang,

Douglas, Isle of Man, IM4 4RH Telephone (01624) 642976

BSc (Hons) Health and Social Care Appendix F

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Quick reference - writing conventions In academic writing, there is an expectation that you use particular writing conventions. Each Higher Education Institute will have its own preferences relating to writing conventions, and it is essential that you know what these preferences are, as you plan your academic writing. You should use these conventions as a guide to develop ‘good’ habits in your writing style. Writing conventions include using a systematic approach to present your academic work, for example, writing an abstract, introduction, main body, conclusion and specific referencing styles. The use of punctuation, spelling, grammar and sentence structure are important writing conventions that should be considered along with any specific assignment details or student handbook content pertaining to the academic institution you are registered with. These writing conventions will also inform any report writing you are required to undertake in relation to your practice. If you are writing for publication, ensure you are familiar with ‘instructions for authors’ given by the journal you intend to publish with. Whilst this list is not exhaustive, it details the main conventions that you should be aware of when submitting academic work. Abstracts The abstract sums up your aims, purpose of the study and approach taken. This includes your findings and conclusions. Although the abstract is placed before the contents page it can be easier to write it once you have completed your paper. Sketching an abstract early, however, can confirm that you are meeting the required learning outcomes or presenting an effective argument. No references should appear in the abstract. Check the word limit set for an abstract and whether it is included in the overall word count. Spend a little time seeing how other authors have created their abstract in journal articles that you read. Not all assignments require an abstract – check with the Unit Leader. Introduction This outlines the focus of the study and its main concerns. It introduces the content within the sections that lay ahead. The introduction will explain the academic problem or argument as you see it, and tell the reader how you intend to explore it, for example, what the assignment is about, why the subject is important, and how the subject is going to be addressed. The purpose of the introduction is to arouse the interest of the reader. It should be a clear statement around which the remainder of the assignment can be built. This informs the reader of what to expect, and what to look out for as they read on. Main body As the introduction gives an overview as to the ‘journey’ to be taken and throughout your academic work it is important to ‘signpost’ (identify) each section as it is approached. The main body of the assignment will contain the points you want to make, and include supporting arguments and evidence. The main body of your assignment should be organised into paragraphs. These paragraphs should be used to build your argument in a series of logical steps. The main body can contain as many paragraphs as necessary to support the position put forward in your introduction. Each paragraph contains a topic sentence, supporting sentences and concluding sentences. A topic sentence states the main concept of a paragraph. While it

BSc (Hons) Health and Social Care Appendix F

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is often the opening sentence, it can occur in different positions within the paragraph. Support sentences follow the topic sentences and discuss the controlling idea or concept using facts, arguments, analysis, examples and any other supporting information. The concluding sentences summarise the connections between the information discussed in the body of the paragraph and the paragraph’s controlling idea or concept. It could also link forward to the main idea of the next paragraph, thus signposting clearly where you intend to pursue your argument. How you structure the main body of your academic work will depend on the nature of the assignment, for example, a literature review, research report or a change proposal. Try not to begin or end paragraphs with referenced sentences. Use your words at the beginning of the paragraph to introduce the section then summarise with your thoughts. This will assist your academic writing style to avoid dependence on the literature to guide your stance in the writing. The results create a more reflective writing style. The transformation can, sometimes, be extraordinary. Conclusion The conclusion presents an overview of the topic by reminding the reader of the main points. It restates your position on the topic and does not contain any new material. Remember that conclusions appear in the abstract, introduction and the discussion. References Referencing is a system used in assignments to indicate the source of evidence, ideas, theories, facts or any other information. Referencing gives you credibility and reliability as a writer. When used correctly referencing validates your arguments, demonstrates that you have considered relevant literature, protects you from plagiarism and follows academic writing practice. Always comply with the citation guidelines pertaining to the faculty within the Higher Education Institution associated with your programme of learning. Citation guidelines are usually referenced within the student handbook. Punctuation and grammar These again reflect conventions and can be reiterated in specific student resources. Check the study skills resources relating to your Institution or access resources directed at teaching these points to school children. Check correct use of apostrophes, as incorrect use of apostrophes can change the tense and meaning of a sentence. Ask someone to proof-read the assignment as this will assist in identifying errors in grammatical flow, inferences made by certain words, spelling and grammar – choose your proof reader carefully, if you want them to check for punctuation and grammar, they will need to understand these things themselves! Ensure abbreviations are used only once they have been fully introduced on their first occurrence in the assignment.

BSc (Hons) Health and Social Care Appendix G

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Student engagement

Expectations as a student Higher education is not a passive process therefore we expect and promote active involvement by students in all aspects of their learning for educational enhancement and quality assurance. The purpose of gaining your views as a student is to improve the student educational experience for both current and future student groups. Aspects of the educational journey into which students can offer insight include:

application and admission induction and transition into higher education programme and curriculum design, delivery and organisation curriculum content teaching delivery learning opportunities

learning resources student support and guidance assessment

The lecturing team and programme administrator will work with the students to develop solutions that address issues arising from the feedback. Subsequently students are informed of the actions that have taken place to encourage further engagement. Whilst we expect that every student engage with feedback you may be nominated by your unit group to become one of the two student representatives required to represent each unit. The student representative role does draw on your time but is hopefully beneficial to you to undertake this responsibility in the programme. You will receive a letter for undertaking this role to include in your professional portfolio. If you become a student representative you will be given more detailed information on your role at commencement of your unit. You will not be expected to deal with issues that are specific to an individual. The role of the student representative is to:

Make yourself known to other students

Talk to students about their experience on the course

Share positive outcomes with your fellow students

Share feedback with staff

Work together with staff to bring about change

Provide information to be taken to programme meetings

BSc (Hons) Health and Social Care Appendix H

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Turnitin Checklist

Please use this checklist as a guide to ensure you have followed the specific submission requirements for Manchester Met prior to your submission on Turnitin. There is no requirement for a front cover. It might help to print the checklist out and tick off each point when achieved.

To do – all submissions must be word processed Done

Use Sans-serif typeface, for example, Tahoma, Arial, Calibri size 11

Double line spacing (except for reference list and appendices which can be single line spaced)

At least 2.5cm (1 inch) margin on the left of your page

Left hand justification

Manchester Met student number on each page

Page number on each page

Insert word count immediately after conclusion (if you do not include a word count, your paper will NOT BE MARKED)

Harvard Referencing (Harvard Emerald if using RefWorks)

Submit one document only, to include any index, abstract, assignment text, references and appendices (unless directed otherwise)

Save and submit your document as follows: Your Manchester Met student number_Unit Title_Final

Save and submit in Microsoft Word or PDF Format

It is your responsibility to download and print a copy of your marked assignment with feedback attached – WE DO NOT KEEP COPIES

Please contact your Unit Leader/Programme Administrator if you have any questions

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HOW TO SUBMIT ONLINE VIA MOODLE….follow these step-by-step instructions 1. When you have completed your assignment, make sure it is saved as a

word document (either .doc or .docx), using your student number, unit

code on the file header (this is to protect your anonymity)

2. Once saved, go onto the unit Moodle site and find the Turnitin link – Final

Assignment Submission link

3. Click on this link do NOT submit a draft assignment through this link!!!

See point 12 below for information about attaining a similarity score

4. This will take you to the Turnitin submission summary page

5. Click on the tab that says ‘my submissions’

6. Type the submission title in the Submission Title box (The submission title

is the unit title)

7. Upload your file using the ‘choose file button’

8. Check that you have uploaded the correct file, the file that you have uploaded

will appear to the right of the choose file button. If you uploaded the

incorrect file click ‘choose file’ again to find the correct one.

9. Tick the box circled in blue to confirm that you are submitting your own

original work

10. Click Add submission

11. Your assignment will now appear on the ‘my submission’ page. At this point

your work has been successfully submitted. You will receive an email to your Manchester Met email address from ‘TurnitinUK’. The email will provide a receipt of what you have submitted and at what time the work was submitted.

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Submitting a Draft - Attaining an Originality Score

12. With regards to attaining a similarity score, please use the Generate your originality report here link. It will take up to 30 minutes for this to appear.

13. You should look at this as will indicate if your work requires further attention

to avoid the possibility of plagiarism. Don’t simply look at the % score, please look at the work itself to identify the type of similarity which is emerging. A 10% similarity score, which is all on one page for example, may not OK, whereas a 20% similarity score scattered throughout the paper may be fine.

14. Once your similarity score appears you can click on the score to access your full originality report – click on the ‘Student Originality report’ link on the unit Moodle site. http://moodle.mmu.ac.uk/mod/book/view.php?id=476712

15. If you need to revise your work in light of the originality report, then you can resubmit your work after 24 hours of receiving your first originality report – up to the deadline date only.

16. If your originality report indicates there is no problem with the work, then you need to do nothing more…..your work has safely been submitted!

Please note the marker will:

Check the submission date and time

Check the similarity report

Check the word count