AP(E)L and RAWL HANDBOOK - University of Brighton · 2018-05-18 · September 2016 . 3 Contents Page No. Useful Contacts 5 1 Overview of AP(E)L and RAWL 1.1 ... This handbook focuses

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s

School of Health Sciences

AP(E)L and RAWL HANDBOOK

A Guide to

Accreditation of Prior/Experiential Learning

and

Recognising and Accrediting Work-related Learning

2016

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SCHOOL OF HEALTH SCIENCES AP(E)L and RAWL HANDBOOK

Welcome to the School of Health Sciences (SHS) guide to Accreditation of Prior and Experiential Learning AP(E)L and Recognising and Accrediting Work-related Learning (RAWL) This handbook contains information on how to develop an AP(E)L or RAWL claim. It explains how to enrol on an AP(E)L or RAWL module, provides guidance on ways to collate practice experience and prior achievement. Please note: If you have credit from the Universities of Brighton, Canterbury Christ Church, Greenwich or Surrey a memorandum of agreement between the four universities allows recognition and transfer of academic credit for some courses. You should speak with the relevant course leader in the first instance to see how this affects you. Best wishes in your studies. Nigel Green Senior Lecturer AP(E)L and RAWL Co-ordinator September 2016

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Contents Page No. Useful Contacts 5 1 Overview of AP(E)L and RAWL 1.1 Flexible learning 6 1.2 Academic levels and types of credit 7 1.3 Advanced standing 7 1.4 Accreditation of prior (experiential) learning (AP(E)L) 7 1.5 Recognising and accrediting work-related learning (RAWL) 7 1.6 The role of the educational adviser 9 1.6.1 List of educational advisers 10 1.7 The learning agreement 12 1.8 The portfolio of evidence 12 1.9 Links with work-based learning 13 1.10 Charges for AP(E)L and RAWL 13 1.11 Evaluation 13 2 Accreditation of Prior (Experiential) Learning –AP(E)L

2.1 Enrolling on a module 14 2.2 Aims and learning outcomes of AP(E)L modules 14 2.3 Completing a learning agreement for AP(E)L 16 2.4 Compiling a portfolio of evidence for AP(E)L 16 2.5 APL Tariff 17 2.6 Examples of AP(E)L claims 17 2.7 Learning agreement template for AP(E)L 18

3 Recognising and Accrediting Work-Related Learning - RAWL

3.1 Enrolling on a module 21 3.2 Aims and learning outcomes of RAWL modules 21 3.3 Completing a learning agreement for RAWL 23 3.4 Compiling a portfolio of evidence for RAWL 23 3.5 RAWL and ReQ™ marked events 24 3.7 Learning agreement template for RAWL 25

4 Using AP(E)L and RAWL within a course 4.1 BSc (Hons) Professional Practice 28 4.2 BSc (Hons) in Acute Clinical Practice 29 4.3 BSc (Hons) CSP and BSc (Hons) SCPHN 29 5 Professional awards gained in countries other than Britain 30

6 AP(E)L and Pre-Registration Nursing 31

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7 Assessment of AP(E)L and RAWL Assessment methods 33 Skills/Practice viva voce 33 360o evaluation 33 Horizon scanning 34 Plaudits and testimony 34 Extended curriculum vitae 34 Critical incident 34 Word Limit Policy 34 Maintaining confidentiality in academic work 35 Submission of assignments 39 Dates of submission and examination board 40 Extension to deadline 40 Late submission of assignment 41 Non submission of assignment 42 Mitigating circumstances 42 Appeals against examination board decisions 42 8 References and referencing guidelines for students 44 9 Student services 51 Appendices Appendix I University of Brighton Grading Criteria – Levels 4 / 5 / 6 and 7 53

Appendix II Evaluation form 59 Appendix III Student Submission Form 60

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USEFUL CONTACTS

Nigel Green Email: [email protected]. Tel: 01273 641861

Senior Lecturer/ AP(E)L and RAWL Co-ordinator

School of Health Sciences Aldro Building c/o Robert Dodd Darley Road Eastbourne East Sussex BN20 7UR

Linda Bowdler Email: [email protected] Tel: 01273 644623

Programme Administrator Flexible Learning and Study Days and Workshops Administrator

School of Health Sciences University of Brighton Priory Square Priory Street Hastings

Marian Willmer Email: [email protected] Tel: 01273 644086

Principal Lecturer/ Course Leader BSc (Hons) in Professional Practice

School of Health Sciences University of Brighton Westlain House Village Way Falmer, Brighton, BN1 9PH

Melanie Brodie Email: [email protected] Tel: 01273 644089

Administrator Professional Practice Modules


Christine Spiers Email: [email protected] Tel: 01273 644063

Principal Lecturer/ Course Leader BSc (Hons) in Acute Clinical Practice


Lorelei Blackburn Email: [email protected] Tel: 01273 644088

Course Administrator BSc (Hons) in Acute Clinical Practice and Clinical Pathways

School of Health Sciences University of Brighton Westlain House Village Way Falmer, Brighton BN1 9PH

mailto:[email protected]





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1 Overview of Accreditation of Prior (experiential) learning (APeL) and Recognising and Accrediting work-related learning (RAWL)

APeL and RAWL provide a system that aims to:

Recognise, value and accredit learning through work

Maintain and promote the quality assurance systems to support flexible learning through work

Clarify and develop the roles of those involved in flexible learning through work

Contribute to the sustainable development of courses in the School

Develop flexible learning opportunities that support workforce development requirements

APeL and RAWL recognises learning that is derived from, for and about work. Accreditation of prior (experiential) learning and recognising and accrediting work-related learning are retrospective in that prior learning is reviewed and analysed to reveal and embed the new learning. This might be in the shape of recent past learning as with RAWL or certificated, credit bearing learning as in the case of APL. There is also experiential learning (APEL) where past experience is consolidated to give meaning within the context of the underpinning evidence base and the award being studied. This handbook focuses on the preparation of a portfolio of evidence to capture learning from prior achievement and experience. The remainder of this section provides an overview of the process and some key definitions. 1.1 Academic levels and types of credit AP(E)L and RAWL attract academic credit but it is important to understand how this credit can be used. Providing assessments are passed, credit accumulates whilst a student undertakes study for an award. The study will be at a particular academic level which equates with the expected achievements of a three-year undergraduate programme of study. The study must be relevant to the aims and learning outcomes of the award. 120 credits at level 4 = certificate Gain a further 120 credits at level 5 = diploma Gain a further 120 credits at level 6 = degree A further 180 credits at level 7 equates to a Master’s degree. Nurses and midwives usually begin their post-registration studies with at least the equivalent of 120 credits at level 4 by virtue of their professional registration. As with other allied health professions, many nurses and midwives have now studied to at least diploma level if not degree level.

There are two types of credit, general and specific. General credit is that which may be awarded to a student for activities which are recognised as being of academic value at the appropriate academic level. It is an academic judgment expressed in credits based on evidence of achievement of prior learning and experience. Specific credit is that awarded towards the achievement of a specific programme of study. This is any type of general credit which is seen as being sufficiently relevant to count towards the award for which the learner is registered. Claims for APL or APEL will need to consider how they match the learning outcomes of modules within the programme of study selected. A good example of this is where a module for independent and/or supplementary prescribing for nurses, pharmacists and allied health professions taken at another higher education institution is transferred and accredited against a course which includes a similar prescribing module as an option. This also illustrates how the Credit Accumulation and Transfer Scheme (CATS) operates between academic institutions.

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Credit transfers are subject to course regulations including the currency of learning, that is, how recent the learning has been completed. Gaining specific credit therefore prevents repetitious learning on a new programme.

1.3 Advanced Standing If students have previously undertaken an end award, such as a diploma, they will not be expected to accredit this award but would normally enter a programme of study at level 6. Advanced standing is an exemption from part of a programme of study, usually the initial portion, because content has previously been covered:

Students with a current professional registration such as with the Nursing & Midwifery Council are now allowed Advanced Standing against both level 4 and level 5 credit if they can demonstrate that they have successfully completed study at level 6 in the last 5 years. Prospective students without this study can complete a level 6 module prior to registration on the program. Students should discuss their application for Advanced Standing with the Course Leader for the programme which they are hoping to access.

1.4 Accreditation of prior (experiential) learning

Accreditation of prior and experiential learning (AP(E)L) is available to all students registered on an educational programme within the School of Health Sciences. Students must enrol for an award before submitting an AP(E)L claim. Accreditation of prior learning (APL) enables students to transfer credits gained in one higher education institution (HEI) to another if that credit can be matched to the their current programme of study and/or course outcomes. Credit must normally have been achieved within the last five years or, if not, evidence of currency is required using the APEL processes. The flow chart on page 8 illustrates the process for a student wishing to make an AP(E)L claim. Attendance at an initial workshop/tutorial is mandatory before enrolling on an AP(E)L module. AP(E)L modules are available at academic levels, 4, 5 and 6. NB Students who wish to transfer credit from the Universities of Canterbury Christ Church, Greenwich and Surrey should speak with the course leader before booking on an AP(E)L and RAWL workshop. A memorandum of agreement between the four universities enables recognition of student credit for some courses.

1.5 Recognising and accrediting work-related learning Recognising and Accrediting Work-Related Learning (RAWL) is similar to AP(E)L but refers to prior learning of a more recent nature. It is likely to follow on from learning at an approved in-house event such as a workshop, study day, conference or course. Credit can be claimed if evidence for the learning is submitted within one year of the event and is relevant to a work role. RAWL is available to individuals currently working in the field of health and social care. This may be paid or unpaid work and include service users such as clients, carers and patients as well as professional and non-professional staff grades. The flow chart on page 8 illustrates the process for a student wishing to make a RAWL claim. Attendance at an initial workshop/tutorial is required before enrolling on a RAWL module. An educational advisor will help negotiate the credit claim by way of a learning agreement. The agreement will identify the evidence to be submitted to the examination board for assessment of learning. This could include a case study, project report, audit, reflective analysis, skills assessment or testimonial. All submitted work will be subject to the School and University assessment regulations and procedures. RAWL credit is not linked to a university award but could be transferred at a later stage, where course specific regulations allow. RAWL modules are available at academic levels 4, 5, 6 and 7.

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FLOW CHART FOR AP(E)L AND RAWL for undergraduate CPE courses

Register for programme of study in SHS and receive information about AP(E)L

Attend AP(E)L/RAWL workshop/tutorial

Receive information about RAWL

Decide to pursue AP(E)L or RAWL claim and enrol for relevant module

Identify and contact an educational adviser within SHS for academic support

Tutorial time to formulate learning agreement and guide evidence collection for claim.

Assemble portfolio of evidence and submit to examinations office at SHS by submission date

Portfolio assessed by educational adviser and internally moderated

Sample of portfolio work seen by external examiner

Undergraduate Continuing Professional Education Area Examination Board sits three times a year

Credit claim result ratified and recorded on academic transcript. Student informed of outcome

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1.6 The role of the educational adviser

The educational adviser is normally a member of academic staff who guides and supports the student with making an AP(E)L or RAWL claim. This entails negotiating a learning agreement with the student which stipulates the learning to be identified and the methods by which it will be demonstrated and assessed. The educational adviser will:

assist and guide in the preparation of evidence for prior learning/prior experiential learning or recognising and accrediting work-related learning by identifying appropriate learning outcomes which have been achieved,

advise on the criteria to be met in relation to the academic level and the appropriate credit rated AP(E)L or RAWL module to apply for;

give guidance on the form and structure of acceptable evidence of learning including written reports, projects, reports from managers, viva voce examination, observation and assessment of practice, transcripts of courses undertaken;

advise any necessary arrangements for observation and assessment of practice, including appointing an assessor (this may be a member of School staff or a designated clinical assessor); and attendance at a viva voce examination.

assist the student in obtaining any necessary verification and/or elaboration of prior learning from the educational establishment/s in which the prior learning took place;

give information on and discuss the modules of study available, helping the individual to set their prior learning/prior experiential learning or RAWL in the context of a proposed programme of study;

assist the student in making all necessary arrangements for the submission of evidence to the Undergraduate Continuing Professional Education Area Examination Board.

The educational adviser will provide up to 4 hours of academic support.

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1.6.1 Educational advisers for AP(E)L and RAWL

Name Title Base Site E-Mail Tel No. Clinical Interest BRIGHTON

Jane Alderton Principal Lecturer

Westlain House Village Way, Falmer, Brighton BN1 9PH

[email protected]

01273 644034

Cancer nursing, Advanced communications skills

Heather Baid Senior Lecturer


[email protected]

01273 644074

Intensive care pathway students only

Christine Crawford

Lecturer Practitioner


[email protected] 01273

644058

Urgent and emergency care pathway students only

Theresa Corkill Senior Lecturer


[email protected]

01273 644553

Adult Nursing, Mentorship

Penny Dodds Lecturer Practitioner


[email protected]

01273 644041

Older persons mental health

Jill Durrant Senior Lecturer


[email protected]

01273 643536

Child Health

Kim Hill Senior Lecturer


[email protected]

01273 644054

Midwifery, Service user/carer involvement

Mahess Jeeawock

Senior Lecturer


[email protected] 01273 644057

Mental Health, Research

Linnette King Principal Lecturer

Mayfield House Village Way, Falmer, Brighton, BN1 9PH


Health law and ethics. Professional Issues, Nursing and health care

Susanne Simmons

Senior Lecturer



Neo-natal Nursing Child Health

Chrissie Spiers Principal Lecturer


[email protected]

01273 644063

Cardiology and cardiac surgery pathway students only

Helen Stanley Principal Lecturer


[email protected]

01273 644072

RAWL and Adult Nursing

Ian Taylor Senior Lecturer



Mental Health














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Maureen Walker

Senior Lecturer


[email protected]

01273 641983

District nursing / community nursing pathway students

Marian Willmer Principal Lecturer


[email protected]

01273 644086

Management, information management, Professional Practice

EASTBOURNE

Di Collins Senior Lecturer

Robert Dodd Darley Road Eastbourne East Sussex BN20 7UR

[email protected]

01273 643833

End of life care, palliative care

Paula Deamer Senior Lecturer


[email protected]

01273

643863

Surgical Nursing, Clinical skills

HASTINGS

Charlotte Ramage

Principal Lecturer

University of Brighton Havelock Road Hastings TN34 1EA

[email protected]

01273 641164

Research Surgical Care, Economic and social engagement

Julian Seal Senior Lecturer

University of Brighton Havelock Road Hastings TN34 1EA

[email protected]

01273 641170

Pre-registration nursing, Foundation Degree

Name Title Base Site E-Mail Tel No. Clinical Interest Debbie Hatfield Senior

Lecturer Aldro Building c/o Robert Dodd Darley Road Eastbourne East Sussex BN20 7UR


Adult Nursing, Public health, service user/carer involvement, Cancer care

Jacks Moore Senior Lecturer

Aldro Building c/o Robert Dodd Darley Road Eastbourne East Sussex BN20 7UR

[email protected]

01273 641101

Public health, School Nursing

Paul Watters Senior Lecturer


[email protected]

01273 643938

Nursing Theory, Gender Issues Critical Care, End of Life Care, Advanced communications skills











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1.7 The learning agreement The educational adviser will negotiate a learning agreement with the student submitting an AP(E)L or RAWL claim. This is an important document because up to 10% of the mark is awarded for the learning agreement. Further information and the templates for the learning agreements can be found in sections 2 and 3 of this handbook. 1.8 The portfolio of evidence The portfolio is a collection of evidence which indicates learning and/or skills acquisition has taken place. It is both retrospective and prospective as it reflects on the current stage of development and activity within a health care role. The portfolio is used for AP(E)L and RAWL as a method for submitting evidence of a claim. Its contents should be discussed and agreed with an educational adviser. Please see sections 2 and 3 of this handbook for further information. The purposes of the portfolio are;

to provide a record of significant learning experiences that have taken place.

to keep in touch with the self-development process that is occurring;

to provide an opportunity to express, in a personal and dynamic way, self-development;

to foster a creative interaction:

between self and the self-development process that is taking place; between self and the educational adviser whose role it is to foster such development;

to collate prior experiences, and accomplishments in a manageable form so that learning can be assessed for academic credit or recognition

Five essential requirements for portfolio assessment are: Authenticity: that the student really did what was claimed; Directness: that the learning achievement or aspect of practice was focused; Breadth: that the learning was not isolated from the wider context; Quality: that the student’s learning has reached an acceptable academic and professional level; Currency: that the practice was appropriate, relevant and up to date. (Adapted from Walker 1985 and Evans 1987). 1.9 Links with Work-based Learning (WBL) Work-based Learning (WBL) is part of the framework for accrediting ongoing or prospective professional development in the workplace. It is designed to enable students to gain credit for learning such as staff development programmes, secondments, project work and practical skills/competencies. AP(E)L is complementary to the WBL process as students often have prior learning from experience (APEL) and accredited learning (APL) that they also wish to have recognised. There are specific rules about maximum credit for WBL and AP(E)L and RAWL combined but this will depend on the degree against which the claim is to be accredited and the intended outcomes of that programme. Please contact the relevant course leader for further details The following is the current guidance on maximum credit for the two largest post-registration undergraduate degrees: Award AP(E)L

and RAWL WBL Accumulated % of AP(E)L /

RAWL and WBL Taught Total

BSc (Hons) in Professional Practice

Up to 30 level 6 (within last 5 years)

Up to 70 level 6

100 credits 83%

20 credits

120 level 6

Award AP(E)L and RAWL

WBL Accumulated % of AP(E)L / RAWL and WBL

Taught Total

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BSc Acute Clinical Practice


Up to 20 level 6

40 credits 67%

20 credits

60 Level 6

BSc (Hons) Acute Clinical Practice


Up to 70 level 6

70 credits 58%

50 credits

120 level 6

1.10 Charges for AP(E)L and RAWL The charges or the academic year 2015 are as follows:

Initial AP(E)L and RAWL workshop/tutorial £85. Modules are charged at a flat rate £620 APL of certificated learning with CATs points administration charge £185

Module charges include 4 hours of tutorial support and assessment and examination procedures overseen by an external examiner. 1.11 Evaluation Feedback and comments on the AP(E)L and RAWL process are welcomed and encouraged. Students should complete the evaluation form at Appendix II and submit this either with the portfolio in a separate envelope or return to: Nigel Green, AP(E)L / RAWL Co-ordinator School of Health Sciences, University of Brighton, Aldro Building, c/o Robert Dodd Building, Darley Road, Eastbourne, BN20 7UR

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2. ACCREDITATION OF PRIOR (EXPERIENTIAL) LEARNING - AP(E)L AP(E)L is used by students to accredit prior achievement and experience against a programme of study leading to a named award. . 2.1 Enrolling for an AP(E)L module To pursue the AP(E)L process you must be registered for a programme of study at the School of Health Sciences. This would normally be one of the two most popular post registration courses; the BSc (Hons) Professional Practice or the BSc (Hons) in Acute Clinical Practice. Other courses do accommodate AP(E)L but you will need to confirm with the course leader how much is allowed within the course regulations. Once registered for an award you should attend a mandatory AP(E)L / RAWL workshop to gain an understanding of the terminology and help clarify the process used by School of Health Sciences. Guidance is given on collecting evidence for a claim, portfolio development. Workshops dates and venues are available on our web pages for Study Days and Workshops: http://www.inam.brighton.ac.uk/events/index.aspx Next you will be assigned an educational adviser for AP(E)L / RAWL within the School and have an initial interview to establish a learning agreement about what work you will do, and how that member of teaching staff can help you. You will be entitled to up to four hours of tutorial time which can be negotiated and used according to your individual needs. The educational adviser can help you decide the academic level and the amount of credit you should be claiming. This will inform the choice of AP(E)L module on which to enrol. There are three enrolment points during the year: October, February and June. Application forms and guidance notes can be obtained from the website: http://www.brighton.ac.uk/snm/courses/post-reg/apply.php?PageId=400 or by telephoning the School’s admissions and marketing department on Tel. 01273 644039 or by e-mail [email protected] Cut off dates for submission do apply. 2.2 Aims and learning outcomes of AP(E)L modules There are AP(E)L modules across academic levels 4, 5 and 6. The module codes with their broad aims and learning outcomes are:

LEVEL 4 NW403 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (10 credits) NW404 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (20 credits) NW405 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (30 credits) NW406 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (40 credits) NW407 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (50 credits) NW408 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (60 credits) NW409 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (70 credits) NW410 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (80 credits) NW411 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (90 credits) NW412 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (100 credits) NW414 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 4 (120 credits) Aim To enable the student to describe and explain prior learning and /or experience and relate this to a current programme of study. The presentation of relevant evidence will facilitate the achievement and / or transfer of credit to expedite course progression. Learning outcomes Select an appropriate strategy to describe and explain prior learning and /or experience Show the relevance of prior learning / experience to the programme of study and relate, if

http://www.inam.brighton.ac.uk/events/index.aspx

http://www.brighton.ac.uk/snm/courses/post-reg/apply.php?PageId=400


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appropriate, to professional, statutory or regulatory requirements State if claims are for accreditation of prior learning (APL) and / or accreditation of prior

experiential learning (APEL) Indicate if claims are for specific or general credit. Present evidence to show sufficient, valid and authentic prior achievement. Demonstrate literacy, numeracy and information key skills equivalent to that required of students following the comparable taught programme of study

LEVEL 5 NW519 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (10 credits) NW520 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (20 credits) NW521 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (30 credits) NW522 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (40 credits) NW523 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (50 credits) NW524 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (60 credits) NW525 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (70 credits) NW526 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (80 credits) NW527 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (90 credits) NW528 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5(100 credits) NW530 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 5 (120 credits)

Aim To enable the student to reflect on and analyse prior learning and /or experience and relate this to a current programme of study. The presentation of relevant evidence will facilitate the achievement and / or transfer of credit to expedite course progression. Learning outcomes Select an appropriate strategy to analyse prior learning and /or experience Demonstrate relevance of prior learning / experience to the programme of study Distinguish between claims which are for accreditation of prior learning (APL) and accreditation of prior experiential learning (APEL) Differentiate between claims for specific or general credit.

Present evidence to show sufficient, valid and authentic prior achievement. Demonstrate literacy, numeracy and information key skills equivalent to that required of students

following the comparable taught programme of study LEVEL 6

NW620 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 6 (10 credits) NW621 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 6 (20 credits) NW622 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 6 (30 credits) NW323 – Accreditation of Prior (Experiential) Learning (AP(E)L) Level 6 (40 credits) Aim To enable the student to critically analyse and evaluate prior learning and /or experience and relate this to a current programme of study. The presentation of relevant evidence will facilitate the achievement and / or transfer of credit to expedite course progression. Learning outcomes

Select an appropriate strategy to critically analyse and evaluate prior learning and /or experience Demonstrate relevance of prior learning / experience to the programme of study Distinguish between claims which are for accreditation of prior learning (APL) and accreditation of

prior experiential learning (APEL) Differentiate between claims for specific or general credit. Construct a portfolio to show sufficient, valid and authentic evidence of prior achievement.

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Demonstrate literacy, numeracy and information key skills equivalent to that required of students following the comparable taught programme of study

2.3 Completing a learning agreement for APEL Each APEL claim is individual to the student but some important principles underpin the process. It is a retrospective view of what has been achieved and so inevitably there is an element of reflection. Identify past significant experience and reflect on this in detail, highlighting knowledge and skills acquired. Use the template at the end of this section to help you. Express this significant learning in concise statements demonstrating the knowledge and skills. Consider how a conceptual framework for analysis might show application to professional practice. Then decide how the learning will be demonstrated and record this on the learning agreement. The work or evidence submitted for APEL will be negotiated between each student and educational adviser but could be focused around one or more of the following topics:

a critical incident episode; a role change, transition or development; experience as a member of a working group, link nurse etc.; development(s) in practice; management of change; participation in research and/or audit; and/or some significant, relevant, personal/professional experience.

2.4 Compiling a portfolio of evidence for APL If you are applying for transfer of credit for modules or courses studied elsewhere you will pay and administration fee and you will need to gather your evidence or prior achievement and present this in a portfolio. This should include: the name and address of the institution where you studied, any certificates, transcript and/or examination board letters from the institution where you studied

confirming your achievement with the mark, grade and academic level, the length of the course (days/weeks/months or semesters) and the number of taught hours

(usually calculated as a six hour study day); the mode of study, whether part-time, full-time, day release; the dates the course commenced and was completed. This is important for calculating the

currency of the course. This will be counted from the date of the letter from the awarding institution to the date of submission of the claim to the Undergraduate Continuing Professional Education Area Examination Board;

the course content and learning outcomes/objectives. The course or module handbook would be useful for this purpose, any marker feedback and course assignment work would also be helpful. related practical experience should be included where possible with a record of the number of

hours and forms of experience gained; An APL claim must “fit” the learning outcomes of the course for which you are registered and may replace a core module if the learning outcomes match. You cannot use APL for the equivalent of a dissertation. If your prior learning was undertaken more than five years ago (three years for the BSc (Hons) Acute Clinical Practice) you will normally be required to submit evidence of currency and the APeL process should be followed. This could be a reflective account that demonstrates evidence of current evidence-based practice/research and learning from experience. An APL claim might be a clinical module taken at another university for professional development. The five essential requirements of the portfolio would be demonstrated in the following way: (i) Authenticity: this is assessed by seeing the transcript or examination board letter from the other institution and the actual work submitted;

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(ii) Directness: through matching the module/course submitted to the current programme outcomes and core/optional modules; (iii) Breadth: by checking that the learning was obtained in a professional, relevant context; (iv) Quality: by seeing how the academic level equates with that within the School of Health Sciences, and checking the work against the relevant marking criteria

(v) Currency: by checking that the assignment(s) are up to date and relevant. This is calculated

from the date of the letter from the awarding institution to the date of submission to the Undergraduate Continuing Professional Education Area Examination Board. APEL The following is an overview of how you provide evidence for the APEL process within your portfolio. Specific content will depend on what you negotiated with your educational adviser.

Use a contents page to guide the reader; Next, include the negotiated learning agreement and any on-going feedback and advice from your

educational adviser. State your area of claim by either identifying a specific subject area or a module within the course.

If your claim is for specific credit against a module within the programme or course of study, you will need to show evidence of matching the learning outcomes of that module. Alternatively, the appropriate module leader should be contacted for further information. Your educational adviser can assist you with this process.

You will also need to record the level and number of credits you are wishing to achieve; Written assignments should be referenced, show evidence of up to date literature and research,

application of theory to practice, analysis and reflection on experience, and meet the appropriate assessment criteria, (see Appendix I for Marking Grids).

You will need to indicate how you have maintained your knowledge and skills and/or applied the course/module if APEL is used to update previous study that is now over five years old, (three years for BSc (Hons) Acute Clinical Practice.)

Additional evidence to support your achievements. These may be placed as an appendix within an assignment but must be referred to in the assignment. The following suggestions may be helpful:

o report(s) of a research project;

o report(s) of working parties or development groups;

o published or unpublished journal articles or conference papers;

o reports from managers, peers, professional colleagues;

o evidence of prizes, bursaries or scholarships;

o videotapes or DVDs of practice;

o observations and/or assessments of clinical practice which can be arranged with your

educational adviser. This could include assessment of skills. 2.5 Examples of AP(E)L claims APEL claims have included experiences of link roles, audit, research, working parties, secondments, steering groups, policy development, management of change, innovations in practice, practice development, teaching programmes, orientation/induction of staff, developments for students, and opening clinics/departments. The five essential requirements of the portfolio would be demonstrated in the following way: (i) Authenticity: supporting evidence such as reports, testimonials from managers/peers/colleagues, minutes of working groups; (ii) Directness: through matching the APEL claim to the programme outcomes and core/optional modules; (iii) Breadth: by checking that the learning was obtained in a professional, relevant context; (iv) Quality: by seeing how the academic level equates with that within the School of Nursing and Midwifery, and checking the work against the relevant marking criteria,( Appendix I) (v) Currency: this is assessed by checking that the work is appropriate, relevant to the programme and up to date.

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s Faculty of Health and Social Science

School of Health Sciences

LEARNING AGREEMENT for ACCREDITATION OF PRIOR (EXPERIENTIAL) LEARNING

Student name………………………………………………………………………...................... Educational adviser………………………………………….................................................. Award………………………………………………………………………………….................... Date of AP(E)L Workshop attendance………………………………................................... AP(E)L module code and title……………………………………………………………………

Summary of prior (experiential) learning (Please include relevant dates, institution or organisation, level and amount of credit if appropriate.)

Outline of present claim (Please indicate which equivalent modules or components of an award are to be accredited with this claim if relevant, e.g. mentorship module. The claim can be for specific or general credit as long as the aims and learning outcomes are met. Please number if more than one claim.)

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Continued…..

Outline of present claim (continued)

Agreed claim

1. Level……………………………Amount of credit……………………………...................... Word allowance…………………Date of submission………………...………..................... 2. Level……………………………Amount of credit……………………………....................... Word allowance…………………Date of submission………………...………...................... 3. Level……………………………Amount of credit……………………………......................... Word allowance…………………Date of submission………………...………........................ 4. Level……………………………Amount of credit……………………………........................... Word allowance…………………Date of submission………………...………...........................

Student signature Date Educational adviser signature Date (Please use student contact records and e mails to document subsequent meetings and reviews of this agreement.)

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AP(E)L / RAWL - Identify your significant learning

Experience Key factors What I learnt Using what I learnt (What have I done with this leaning? How has this learning translated into other fields of my life/practice?)

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3. RECOGNISING AND ACCREDITING WORK-RELATED LEARNING - RAWL RAWL is likely to be used to consolidate recent learning, usually within the last year, from quality-marked

learning units and other work-related learning opportunities. This enables health care practitioners,

volunteers and service users to consider, critically explore or appraise their field of health and social care practice/experience in light of an identified workplace learning initiative. It can also demonstrate evidence of personal growth and development to meet organizational objectives and role functions. Claiming RAWL credit does not require you to be enrolled on a programme of study within the School of Health Sciences. Claimants are advised to consider how the credit could be used at a later date to ensure currency and relevance. Not all courses accept RAWL as recognition of credit. 3.1 Enrolling on a RAWL module You should first attend an AP(E)L / RAWL workshop to gain an understanding of the terminology and help clarify the process used by SHS. Guidance is given on collecting evidence for a claim and portfolio development. Workshops dates and venues are available on our web pages for Study Days and Workshops: http://www.inam.brighton.ac.uk/events/index.aspx Next you will be assigned an educational adviser for AP(E)L / RAWL within the School and have an initial interview to establish a learning agreement about what work you will do, and how that member of teaching staff can help you. You will be entitled to tutorial time of up to four hours, which can be negotiated and used according to your individual needs. The educational adviser can help you decide the academic level and the amount of credit you should be claiming. This will inform the choice of RAWL module on which to enrol. There are three enrolment points during the year: October, February and June. Application forms and guidance notes can be obtained from the website: http://www.brighton.ac.uk/snm/courses/post-reg/apply.php?PageId=400 or by telephoning the School’s admissions and marketing department on Tel. 01273 644039 or by e-mail [email protected] Cut off dates for submission do apply. 3.2 Aims and learning outcomes of RAWL modules There are RAWL modules across academic levels 4, 5, 6 and 7. The module codes with their broad aims and learning outcomes are:

LEVEL 4

NW401 – Recognising and accrediting work-related learning (RAWL) level 4, (10 credits) NW402 – Recognising and accrediting work-related learning (RAWL) level 4, (20 credits)

Aim. To enable the learner to demonstrate the benefits of work-related learning including reflection on own practice, and gain recognition and academic credit by presenting a substantive work product Learning outcomes Explain how best practice can be implemented Recall and describe strategies for managing and evaluating change in practice Reflect on own personal growth and development.

LEVEL 5




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NW510 – Recognising and accrediting work-related learning (RAWL) level 5, (10 credits) NW511 – Recognising and accrediting work-related learning (RAWL) level 5, (20 credits) NW512 – Recognising and accrediting work-related learning (RAWL) level 5, (30 credits) NW513 – Recognising and accrediting work-related learning (RAWL) level 5, (40 credits) NW514 – Recognising and accrediting work-related learning (RAWL) level 5, (50 credits) NW515 – Recognising and accrediting work-related learning (RAWL) level 5, (60 credits) Aim To enable the learner to demonstrate the benefits of work-related learning including review of own practice, and gain recognition and academic credit by presenting a substantive work product Learning outcomes Analyse how best practice can be implemented Examine strategies for managing and evaluating change in practice Review own personal growth and development

LEVEL 6

NW613 – Recognising and accrediting work-related learning (RAWL) level 6, (10 credits) NW614 – Recognising and accrediting work-related learning (RAWL) level 6, (20 credits) NW615 – Recognising and accrediting work-related learning (RAWL) level 6, (30 credits) NW616 – Recognising and accrediting work-related learning (RAWL) level 6, (40 credits) Aim To enable the learner to evaluate the benefits of work-related learning including review of own practice, and gain recognition and academic credit by presenting a substantive work product. Learning outcomes Critically appraise how best practice can be implemented Explore strategies for managing and evaluating change in practice

Evaluate own personal growth and development.

Level 7

NAM101 Recognising and accrediting work-related learning (RAWL) M level 20 credits NA7135 Recognising and accrediting work-related learning (RAWL) M level 30 credits NAM102 Recognising and accrediting work-related learning (RAWL) M level 40 credits Aim To enable the learner to critically evaluate the benefits of work-related learning including review and synthesis of own practice, and gain recognition and academic credit by presenting a substantive work

product. Learning outcomes Demonstrate skills of critical evaluation related to learning and field of work Explore and justify strategies for managing and critically evaluating change in practice Critically evaluate the benefits of work-related learning including review and synthesis of own

practice

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3.3 Completing a learning agreement for RAWL Each RAWL claim is individual to the student but some important principles underpin the process. RAWL is a retrospective view of what has been achieved in the recent past and so inevitably there is an element of reflection. RAWL identifies past significant experience and you should reflect on this in detail, highlighting knowledge and skills acquired. Retrieve the details of any learning events such as study days, conferences and in-house courses. Use the template at the end of this section to help you organise your thoughts. Express this significant learning in concise statements demonstrating the knowledge and skills. Consider how a conceptual framework for analysis might show application to professional practice. Then decide how the learning will be demonstrated and record this on the learning agreement. Reflective journal keeping, rehearsal and achievement of specified clinical skills, peer support and time with a workplace mentor or employer may all contribute to evidence of recent and ongoing achievement. The work or evidence submitted for RAWL will be negotiated between each student and educational adviser. Evidence could be in the form of a:

o Case study / scenario

o Report on implementation of a workplace innovation

o An account/ analysis/ critical analysis or evaluation of patient/client feedback

o Patient/client plaudits

o Testimonials

o Summary of project proposal

o Viva

o Protocol development and appraisal

o 3600 evaluation

o Product review and appraisal

o Horizon scanning for new innovations

o Literature review

The agreed work product or assessment task must be submitted within one year of attendance at the RAWL induction workshop/tutorial to demonstrate currency of learning. 3.4 Compiling a portfolio of evidence for RAWL The following is an overview of how you provide evidence for the RAWL process within your portfolio. Specific content will depend on what you negotiated with your educational adviser.

Use a contents page to guide the reader; Include the negotiated learning agreement and any on-going feedback and advice from your

educational adviser. State your area of claim by either identifying a specific subject area or a module within the course.

If your claim is for specific credit against a module within the programme or course of study, you will need to show evidence of matching the learning outcomes of that module. Your educational adviser can assist you with this process;

You will also need to record the level and number of credits you are wishing to achieve; Written assignments should be referenced, show evidence of up to date literature and research,

application of theory to practice, analysis and reflection on experience, and meet the appropriate assessment criteria, (see Appendix I for Marking). A model of reflection may be helpful for developing the analysis of the experiences gained.

You will need to indicate how you have acquired and implemented your knowledge and skills. This may follow on form an in-house learning event such as a study day so include any additional evidence to support your achievements. If appropriate, these may be placed as an appendix within the portfolio but must be referred to within the work. The following suggestions may be helpful:

o report(s) of a research project;

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o report(s) of working parties or development groups;

o published or unpublished journal articles or conference papers;

o reports from managers, peers, professional colleagues;

o evidence of prizes, bursaries or scholarships;

o videotapes or DVDs of practice;

o observations and/or assessments of clinical practice which can be arranged with your

educational adviser. This could include assessment of skills. Please note skills are graded for post-registration continuing professional education. 3.5 RAWL and ReQ™ marked events

Sometimes RAWL is included as a follow-up opportunity with an in-house learning event, for example, intermediate stop smoking adviser training. The organisers will inform you that RAWL is a possibility follow completion of a training programme. The training may already carry a Recognising educational Quality mark (ReQ™) which is a joint initiative between the universities of Brighton and Surrey to confirm it is

delivered to pre-set criteria. Please retain any study course information and details of proposed RAWL assessment tasks. ReQ™ is awarded to an organisation that fulfils predetermined standards on the quality of an occupational

learning experience. ReQ™ agrees an organisation’s quality assurance mechanisms for delivering units of

learning such as a conference, in-house study days or a workshop by confirming quality standards have been met. ReQ™ status by way of a ReQ™ mark is conferred for a set period of time and allows an

organisation to use the university logos for the learning unit providing the terms of the agreement are upheld. There is a set procedure for awarding ReQ™ and a charge for the process. For further details please contact

the ReQ™ Lead Charlotte Ramage on Tel. 01273 641164 or by e-mail [email protected]


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s

Faculty of Health and Social Science School of Health Sciences

LEARNING AGREEMENT for RECOGNISING and ACCREDITING WORK-RELATED LEARNING (RAWL)

Learner name……………………………………............................................................................................ Educational adviser…………………………................................................................................................ Learning Event……………………………………………………………………………………….................... Date of AP(E)L / RAWL Workshop attendance…………………................................……......................... RAWL module code and title………………………………………………………………………………......

Summary of prior learning / learning event and rationale for claim (Please include details of learning event such as relevant dates, institution or organisation, sponsor, content of workshop, study day, course or ReQ™ marked learning unit. What is the reason for claiming credit now? Use attached proforma to help your thinking.)

Outline of work-related claim (Please identify learning outcomes relevant to the claim and associated assessment tasks. Please number if more than one part to the claim.)

Continued…..

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Outline of work-related claim (continued)

Agreed claim

1. Level……………………………Amount of credit…………………………….. Word allowance…………………Date of submission………………...………... 2. Level……………………………Amount of credit…………………………….. Word allowance…………………Date of submission………………...………... 3. Level……………………………Amount of credit…………………………….. Word allowance…………………Date of submission………………...………... 4. Level……………………………Amount of credit…………………………….. Word allowance…………………Date of submission………………...………...

Learner signature.....................................................Date.................................... Educational adviser signature.................................Date......................................

(Please use student contact records and e mails to document subsequent meetings and reviews of this agreement.)

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AP(E)L / RAWL - Identify your significant learning

Experience Key factors What I learnt Using what I learnt (What have I done with this leaning? How has this learning translated into other fields of my life/practice?)

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4 USING APEL and RAWL WITHIN A COURSE For further course and pathway information contacts are listed below for some popular and core modules. It will be useful for checking specific credit claims against existing module outlines. You can use it as a reference for course leader and administrator information, especially if you wish to ensure you are enrolled on the course prior to submitting an AP(E)L claim.

Course Course Leader

BSc(Hons) in Professional Practice Marian Willmer

BSc(Hons) Nurse Practitioner Donna Goddard

BSc(Hons) in Acute Clinical Practice Chrissie Spiers

BSc (Hons) Community Specialist Practice Donna Goddard

BSc(Hons) Specialist Community Public Health Nursing

Jacks Moore

Return to Practice Nursing Ali Lane

Mentor Preparation Theresa Corkhill

Study Skills and IT Simon Whiffin

Further information about courses and modules available can be obtained from the School of Nursing & Midwifery website: http://www.brighton.ac.uk/snm/courses/post-reg/index.php?PageId=200 Application forms and guidance notes can be obtained from the website: http://www.brighton.ac.uk/snm/courses/post-reg/apply.php?PageId=400 4.1 BSc (Hons) Professional Practice The BSc (Hons) in Professional Practice is a modular degree which comprises five pathways. The five pathways are:

o End of Life Care o Long Term Conditions o Mental health and psychosocial care o Professional Practice o Sexual and Reproductive Health

Students can enrol onto this course with or without level 5 (diploma) level credit. The length of time to complete the course will depend on whether you join the course with a diploma or advanced standing from a professional qualification. If you do not have a diploma then you have up to eight years to complete the degree. If you already have a diploma then you have four years to complete the degree. There are two compulsory modules at level 6; ‘Research approaches: methods, critical appraisal and utility’ (20 credits) and ‘Dissertation’ (40 credits). The aims of the degree are:

To enable the individual to achieve personal, professional and academic growth.

To promote an inquiring, critical and reflective approach to practice and a commitment to evidence based practice, in consideration of local, national and international developments.

To develop innovative, creative approaches to practice evolving from the analysis and synthesis of theory and practice.

To enhance the individual’s ability to defend their own professional stance in an articulate, objective manner.

To promote excellence in health care by ensuring individuals have the knowledge and skills to reflect on, and reappraise, approaches to care.

To foster the individual’s desire for life-long and transformational learning.

The BSc (Hons) in Professional Practice can accommodate APEL or RAWL for specific credit claims for in-house preceptorship courses.

http://www.brighton.ac.uk/snm/courses/post-reg/index.php?PageId=200


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4.2 BSc (Hons) in Acute Clinical Practice The BSc (Hons) in Acute Clinical Practice is also a modular degree which comprises 11 clinical pathways which a student may undertake in order to complete either an ordinary degree or an honours degree. A clinical pathway is defined as a collection of modules which meet the needs of a clinical speciality and comprise either 50 or 60 credits at level 6. The clinical pathways, their academic leaders and number of credits are:

Acute Care (Fiona Creed) - 60

Cancer (Debbie Hatfield) - 60

Cardiology (Chrissie Spiers) - 60

Cardiac Surgery (Chrissie Spiers) - 50

Child (Susanne Simmons) - 60

Intensive Care (Heather Baid) - 60

Neonatal (Susanne Simmons) - 50

Ophthalmology (Gaynor Paul) - 60

Plastic, reconstruction and burns pathway (Chrissie Spiers) - 60

Renal (Chrissie Spiers) - 50

Urgent and Emergency Care (Christine Crawford) - 60 Entry to the degree requires demonstration of the requisite 120 credits at level 5 (a Diploma or a recognised professional qualification acceptable for Advanced Standing). The award of an ordinary degree requires at least 60 credits at level 6. The cardiac surgery, neonatal and renal pathways require at least an additional 10 credits at level 6 for this award. There are two compulsory modules at level 6 for the honours degree: ‘Research approaches: methods, critical appraisal and utility’ (20 credits) and ‘Dissertation’ (30 credits). The BSc (Hons) in Acute Clinical Practice can accommodate specific credit APEL claims for in-house learning, e.g. Acute Pain Management from Brighton and Sussex University Hospitals NHS Trust and Advanced Communications Skills for NHS Connected courses. 4.3 BSc (Hons) Community Specialist Practice and BSc (Hons) Community Specialist Public Health Nursing Nurses and Midwives who wish to gain entry to the BSc (Hons) Community Specialist Practice and BSc (Hons) Specialist Community Public Health Nursing Courses need 120 level 5 credits or a professional qualification acceptable for Advanced Standing. Up to 30 level 6 credits may be brought into the course by AP(E)L, with the agreement of the course leader. This agreement is based on mapping of the content to ensure coverage of the NMC standards and proficiencies on qualification as a Community Specialist Practitioner, or Specialist Community Public Health Nurse. There are a number of pathways. Community Specialist Practice: Community Mental Health Nursing Nursing in the home / District Nursing Specialist Community Public Health Nursing: School Nursing Health Visiting 5. PROFESSIONAL AWARDS GAINED IN COUNTRIES OTHER THAN BRITAIN

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Recognition by British academic institutions of the academic level of professional qualifications gained in countries other than the United Kingdom can vary. It is advisable to check the equivalence of an overseas qualification at the earliest opportunity. Transcripts should be made available in order that key content can be compared and checked for award requirements. Where original transcripts are not in English, a certified translation should be provided. Awards gained in other countries are checked for equivalence against the National Recognition Information Centre for the United Kingdom database (NARIC) by either the course leader or the AP(E)L and RAWL Co-ordinator. The NARIC certificate of comparability is printed and held on the student’s file together with confirmation that the overseas awarding institution is a recognised centre of excellence. The currency of the prior learning will normally be five years if it is to be considered for accreditation of prior achievement. Please discuss credit for the purposes of course eligibility and ‘advanced standing’ with the relevant course leader. If the NARIC comparison indicates certificate level prior learning, that is higher education level 4, the student will be encouraged to submit evidence of successful study at level 6 in the last 5 years. This could be a level 6 Study skills module, which can be accessed at SHS through distance learning.

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6. AP(E)L AND PRE-REGISTRATION NURSING Please note the Nursing and Midwifery Council use the acronym APL to refer to accreditation of both

formal learning and experiential learning. Admission to pre-registration nursing programmes with accreditation of prior learning (APL). A number of applicants for pre-registration nursing programmes present with prior learning and experience which can be recognised. This includes certificated courses as well as applicants who are already on the Nursing and Midwifery Council (NMC) professional register seeking second registration in a different field of practice. The NMC stipulates pre-registration nursing programme providers must show how all programme outcomes and requirements have been met in both theory and practice by the end of the programme through a mix of prior learning and programme attendance. Recognising and accrediting previous learning in theory or practice can be considered for students: • starting a programme • transferring from one NMC Approved Education Institution to another • moving from one nursing field to another • returning to a programme after a lengthy break. The School of Health Sciences has established policies and processes to allow applicants to enter a programme of study with prior learning and experience. The School uses a tariff for prior learning from certificated courses with academic credit. This APL tariff is reviewed and updated according to the frequency and type of certificated learning presented by candidates. Courses are mapped to the requirements of the pre-registration nursing degree. Prior experience is also considered for applicants presenting evidence from practice which can be mapped to the pre-registration nursing course requirements. An applicant holding a midwifery qualification may apply for up to 50% APL. A second registration will attract a more generous APL claim if the applicant is working in the proposed second field of practice and already has a nursing diploma or degree. (See NMC 2010 and NMC circular 01/2011) Application process All claims for APL will be considered on an individual basis by the admissions tutor in conjunction with the course leader and APL Co-ordinator.

1. Applicants must make a make a UCAS application and be interviewed in the normal manner. The prior learning should be indicated on the application form within the personal statement.

2. Prior learning and experience will be discussed at interview. Original transcripts and course

certificates must be seen including evidence of NMC registration if applicable. Overseas

qualifications will be checked for equivalence. Transcripts in English with verified translation may

be required.

3. The outcome of selection will be notified together with a decision about what point the successful

applicant would join the pre-registration nursing course, for example, beginning of year two of the

programme.

4. Where an applicant is offered a place on the course subject to evidence of learning from

experience, the individual may be asked to provide a portfolio of evidence for this APL claim. This

would be a conditional offer. Evidence must be mapped against the requirements of the pre-

registration nursing course.

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5. A half day workshop/tutorial is available to assist with the mapping process. There is a charge for

this workshop. There is a further charge for submission and marking of the APL claim

which includes the guidance of an educational adviser for submission of the APL claim to an

examination board. Information about costs and booking places on the workshop can be found on

the Study Days and Workshops web page at: http://www.inam.brighton.ac.uk/events/index.aspx

6. Once the APL claim has been achieved, the applicant will be informed at what point they would join the pre-registration nursing course, for example, beginning of year three of the programme. Please see flow chart.

Quality assurance mechanisms as stipulated by University of Brighton regulations and the NMC apply including:

Completion of 10 years general education is required

Literacy and numeracy will be assessed during the interview process

Admission to courses is subject to occupational health and Criminal Records Bureau (CRB) checks.

Applicants must meet NHS funding requirements. No self-funding applicants can be considered.

Evidence of study within the last five years is desirable.

If IELTS is offered as evidence of literacy, an overall score of 7 is required for nursing and midwifery.

The APL claim must be completed prior to commencing the course. Applicants making an APL claim will have access to an educational adviser to assist with compiling a portfolio of evidence. Assessment tasks and evidence might include:

Case study

Numeracy test

Anatomy and physiology test

Reading log of journal article

Book review

Reflective account focusing on patient / client care

Patient/client plaudits

Testimonials

Evaluation of a learning experience

Skills achievement

Extended curriculum vitae

Viva for review of skill assessment References Nursing and Midwifery Council. 2010. Standards for Pre-registration Nursing Education, Section 3: Standards for Education. Available online at http://standards.nmc-uk.org/PreRegNursing/statutory/Standards/Pages/Standards.aspx [Accessed 23/11/11] Nursing and Midwifery Council circular 01/2011. Using accreditation of prior learning in existing pre-registration nursing, specialist community public health nursing programmes, and in other programmes where APL is permitted.


http://standards.nmc-uk.org/PreRegNursing/statutory/Standards/Pages/Standards.aspx

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7. ASSESSMENT OF AP(E)L AND RAWL Assessment methods The introduction of AP(E)L and RAWL modules has coincided with finding new ways to assess student learning rather than relying on the reflective assignment to demonstrate achievement. Some of these are briefly mentioned here but you can discuss them in detail with your educational adviser. Some of the assessment methods carry word allowance equivalence, for example, assessment of clinical skills. Each skill is equivalent to 200 words. Please note the grading of skills is not incorporated into the overall mark for the portfolio. Skills/Practice viva voce This assessment method is used within the Practice Skills Development modules for work-based learning but also has relevance for AP(E)L and RAWL. It is equivalent to 1,500 words. The student may decide he / she wants to elaborate on a particular practice-based skill or scenario in order to revisit and reinforce learning tested in the workplace. Marking criteria comprise five categories which are weighted across all academic levels. The criteria are:

Rationale for selection of skill / practice scenario 10%

Relevance to underpinning knowledge for practice development 30%

Presentation skills 15%

Ability to engage and dialogue 15%

Reflection and evaluation 30% The student will undergo the viva voce examination focusing on the specific skill presented as a case illustration. The case illustration will be selected by the student and notified to the viva panel in advance, and centre on a real episode of client / service user care utilizing the skill. The viva panel will comprise the educational adviser or AP(E)L and RAWL Co-ordinator, a subject expert and an independent member of academic staff. The panel will test the student’s experience of evaluating their knowledge and skills to enhance role performance, team work and delivery of patient care. The duration of the viva will be:

Level 4 10 minutes Level 5 10 minutes Level 6 20 minutes The student must notify the panel in no more than 250 words what skill or scenario he/she has selected. Notification should be at least six weeks before the date of the viva panel. Audio-visual aids such as Powerpoint, and Flip chart will be available. The viva may be recorded so that the external examiner can witness the activity. Any presentation materials will also be retained for the external examiner including the 250 word notification. Notification should be made to Nigel Green, the AP(E)L and RAWL Co-ordinator. Each student will be informed of the time for their viva and the venue. The venue is likely to be Brighton or Eastbourne university sites. 3600 evaluation This type of evaluation or feedback is becoming increasingly popular as it involves other members of the health care team including peers and other allied health professionals. You can complete a questionnaire with set criteria and then ask other members of the team to do the same. Use a developed evaluation form or design your own. Enlist the support of a mentor to help you evaluate the feedback. Deal with any negative comments in a constructive manner. Focus on your strengths and identify areas for improvement, (Thomas, 2009)

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Horizon scanning This is an opportunity to appraise what is on the horizon in the way of innovation or policy changes. What is different about these changes and how will they impact on you and your work role? Consider what you might have to do to accommodate any new approach and does this mean it is better for the patient and client groups? Plaudits and testimony Testimony can be provided by managers but equally from peers or learners. Take care if clients or patients wish to participate and ensure confidentiality is maintained and permission granted if included. A plaudit is defined as “an expression of enthusiastic approval” according to the Collins Dictionary. This might include mention in an in-house publication, awards ceremony or local newspaper. Try to analyse why this was newsworthy and useful as a form of communication. Extended curriculum vitae Sections of your curriculum vitae can be expanded to highlight aspects of your job role and objectives you have achieved or are striving for, for example, a new promotion or job role and the challenges it brings, opportunities to collaborate or present or publish. This may be usefully employed in conjunction with personal development planning and use of a SWOT analysis. Critical incident The use of a critical incident may be helpful. This is something that has significance, or is important, and can be described. It would need to be an event that had boundaries that you could define. Certain actions or activities which occurred should be encapsulated. The learning achieved is supported with relevant research and literature to show links between practice and theory. This is often in the form of a reflective account of the experience gained, supported by evidence from practice that follows the same essential requirements for portfolio assessment. Word Limit Policy This policy only applies to assignments with a designated word length. Where there is a specified word length for an assignment, there is no tolerance in exceeding the word limit. If a word limit is 3,000 as published in the module template, then any material beyond 3,000 words will be disregarded and the marker/moderator will not mark beyond this limit and you will not be given any credit for any work submitted past this point.

The following are not included in the word count:

Title pages (front page and contents page) Acknowledgements Abstracts Headings within the text References cited in brackets within the text Tables Reference/Bibliography lists Appendices

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AP(E)L and RAWL modules have specified word limits for equivalence across all academic levels as follows:

Module type No of credits Word allowance

AP(E)L 10 1,500

AP(E)L 20 2,000

AP(E)L 30 3,000

AP(E)L 40 4,000

AP(E)L 50 4,500

AP(E)L 60 5,000

AP(E)L 70 5,500

AP(E)L 80 6,000

AP(E)L 90 6,000

AP(E)L 100 6,000

AP(E)L 120 6,000

Module type No of credits Word allowance

RAWL 10 1,000

RAWL 20 2,000

RAWL 30 3,000

RAWL 40 4,000

RAWL 50 5,000

RAWL 60 6,000

Maintaining confidentiality in academic work Confidentiality is essential and must be maintained. Information is generally held under legal and ethical obligation of confidentiality. Information provided in confidence should not be used or disclosed in a format that may identify a person without his / her consent. This applies in all aspects of your being privy to confidential information and means that any confidence and or information must not be disclosed in the public domain (e.g. be discussed in a public place).There are a number of exceptions to this rule but it applies in most circumstances (DH 2005).

Maintaining confidentiality promotes trust and serves to protect against the potential consequences of disclosure, preserves privacy and maintains individual choice for service users / carers / organisations. There is a general common law duty imposed on health care professionals to respect patients’ confidences. This is justified ethically by the consequences of not keeping private a persons disclosures or information; an issue of trust in a health care relationship. Under the Human Rights Act (1998, Article 8) there is a right and obligation to respect for private and family life, home and correspondence.

NB In some assessment tasks students may be required to produce documentary evidence that identifies individuals and/or organisations. Where this is required specific guidance will be given in the course and module handbook.

Before submitting academic work all students should note the following.

The Student Assignment Declaration Form must be read carefully, completed and submitted with the work, (see Appendix V).

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Documentation should not be used if it discloses the identity of service users, carers, colleagues, organisations or NHS Trusts i.e. completed care plans, referral letters, assessment forms, prescription charts.

Exceptions to this are documents that are in the public domain i.e. can be found on the Internet, government documents / information produced for the public.

To ensure the anonymity of individuals’ / organisations’ names must not be used. Pseudonyms and generalised terms, for example a health visitor, a surgical ward, young, middle aged etc. should be used.

Signatures of staff in the workplace who sign student’s official documentation are an exception.

Informed consent should be obtained before undertaking any activity in which information about individuals is collected. These include interviews, questionnaires, videos, photographs, audio recordings etc. Consent must also be obtained to use unpublished, i.e. NHS Trust, documents not in the public domain.

When it is relevant to include information about individuals and or organisations in assessed work, guidance and or documentation will be included in the course handbook to ensure that data protection is complied with and or to safeguard clinicians, service user, student and University.

Verbal Presentations (i.e. OSCE’s, oral examinations etc)

Confidentiality should be maintained as in documentation above. Penalties

When there is a breach of confidentiality or failure to obtain consent for disclosure the Academic Misconduct Process will be followed (University of Brighton GEAR Section F: Academic Misconduct). At the end of this process a recommendation will be made to the Examination Board.

(This process may lead to a referral to a student’s respective professional regulatory body e.g. Nursing and Midwifery Council).

Consent Confidentiality promotes trust and gaining consent for disclosures provides choice for

service users / carers / colleagues / organisations / practice placements.

NB Course / module handbooks must be referred to for specific guidance.

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Frequently asked questions. The following questions may help answer queries regarding confidentiality. Students should seek guidance from academic staff if they are uncertain or have additional questions. Question Answers Exemptions

Can I include the name of my mentor in a reflective account?

No. This would breach confidentiality. (If you have concerns about an issue from practice you should talk to your personal tutor or link lecturer).

Am I allowed to include the names of mentors in skills inventories?

Yes. They will have agreed to this so it does not breach confidentiality.

Can I include testimonials and letters of support / references in my portfolio / Assessment of Practice document?

Yes if you have gained their permission.

Where these are being used as evidence (i.e. to support AP(E)L, WBL, Return to Practice, projects) these should be included and you must refer to the handbook for guidance

Can I include certificates of attendance in my portfolio / Assessment of Practice document?

Yes. This does not breach confidentiality.

Can I include the name of the Trust / Clinic / organisation and or its location in my essay?

No. Normally this would breach confidentiality.

Some modules require that you do this and this will be indicated in the module handbook which you MUST read carefully.

What about referencing Trust Protocol’s and or Policies?

Yes if these are in the public domain i.e. can be retrieved from outside the Trust (internet / publications).

Some modules require that you do this and if they are not in the public domain the Trust should be referred to as ‘Trust X’. Refer to module handbook.

Can I reference material from the Trust intranet?

Yes if it is in the public domain i.e. can be retrieved from outside the Trust.

Can I include discussions in classrooms with lecturers and peers in my academic work?

No. You may mention that the discussion occurred and what you have learnt but you should not reveal names / specific sessions.

If a lecturer has published material discussed in the session this can be referenced in your academic work.

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Am I allowed to include Trust Care Plans / Prescription Sheets in my academic work if I put them in an appendix?

No. If you are asked to include care plans or any other information or feel that one would illustrate your discussion as an appendix you should compile your own version i.e. no photocopying of patient / client records.

Am I allowed to include an observation chart?

Normally yes. Unless the observation chart is one used in a specialist unit. If you feel that including an observation chart would illustrate your discussion you must compile your own version so that it is completely ammonised.

If observation charts are required your module handbook will provide guidance.

What about including x-rays? Normally yes. If you feel that including x-rays would illustrate your discussion. You must though ensure that each one is ammonised.

What about including photographs of patients / the clinical placement area or verbatim conversations with patients in my portfolio?

ONLY if this is required / suggested in the Course / Module Handbook and you may use these ONLY if you have the permission of those involved and following discussion with the module leader.

If a consent form is needed this will be included in the module handbook. If you are undertaking research, Research Governance will apply.

How is confidentiality affected when we use videos / DVD’s as evidence for an assessment?

ONLY with permission from those involved and these must be used for assessment and / or educational purposes only.

If a consent form is needed this will be included in the module handbook.

What about verbal assessments e.g. OSCE’s? Can I mention the name of the Trust then?

No. This would breach confidentiality.

Am I allowed to reference the ward philosophy?

No. You may mention the existence of a philosophy but you should not name the ward and or Trust.

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What about including signed consent forms for research?

You should include a blank consent form in your work and keep the signed form separately for verification if required.

If you are undertaking research, Research Governance will apply.

Can I include printed off discussion boards or blogs from studentcentral?

No. Normally this would be a breach of confidentiality.

If you are on a WBL module refer to the module handbook.

Can I include an email response from an author or expert in my portfolio?

ONLY with the permission of the author / / expert.

Can I name individuals who have supported me in writing my dissertation in an acknowledgement?

Yes. This is acceptable practice but it would be courteous to seek their permission before doing so. The Trust must not be named.

Teaching, Learning and Assessing Group Approved 04/07 Implemented 09/07 Updated 03/08 Submission of assignments Assignments must be submitted to one of the main sites of the School of Health Sciences by 16.00hrs on the published submission dates. Any paper handed in after this time will be regarded as a late submission, unless an extension to deadline has been granted. All scripts will be recorded as received with the date and time of receipt. Assignments for AP(E)L and RAWL are usually in the form of a portfolio of evidence. If you are unable to hand the assignment in personally, you may post it to Linda Bowdler, Flexible Learning Administrator, University of Brighton Hastings, Priory Square. TN34 1EA. You are strongly advised to obtain proof of postage showing that the assignment was posted in time to arrive by the designated deadline. Faxed or e-mailed scripts will not be accepted. The portfolio should be clearly organised with a student submission form. All evidence included in the portfolio should be listed or signposted by means of the contents page. This includes the learning agreement formulated with your educational adviser. The use of language should demonstrate a professional standard of spelling, punctuation and grammar. The work should be free from spelling, punctuation or grammatical errors. Any material presented within the portfolio must also reflect good presentation, e. g: teaching aids, documents, handouts and all written work for assessment. Assignments must be presented professionally - typed in black - in double spacing - using plain script (e.g. Times New Roman, Arial) - font size 12

- No individuals/localities should be identifiable in submitted work unless with prior arrangement

within the context of an AP(E)L or RAWL claim.

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- No abbreviations should be used - Only one side of the page should contain text.

- All work must be original and correctly referenced using the HARVARD SYSTEM in the

CHICAGO Style. - Appendices – as a rule these should not be more than 10 percent of the word limit. The body of the assignment should be specify the relevance and refer to the appendices used. Appendices should be placed after the Reference List. Specific advice should be sought from the educational adviser. - Diagrams and Charts should be labelled and correctly referenced. - All assignments should adhere strictly to the word limit; this should be stated on the Student

Assignment Declaration Form and should the word limit exceed the allocated amount for the assessment task then a penalty may be imposed. The following are not included in the word count: Title pages, acknowledgements, abstracts, headings, tables, appendices, reference lists, bibliographies, references that are in brackets in the text All pages should be firmly held together. Pages should not be inserted in individual plastic folders

Students must follow the University of Brighton General Examination and Assessment Regulations relating to extensions to deadlines, late submissions and mitigating circumstances. Dates of submission and examination boards The submission dates for 2016-17 are: 1 September 2016

19 January 2017 25 May 2017

Your portfolio will be assessed by your educational adviser, using the Marking Grids in Appendix I. The portfolio of evidence will be internally moderated by another member of teaching staff, usually a subject specialist. A sample of portfolios is sent to the external examiner for scrutiny. The Undergraduate Continuing Professional Education Area Examination Board meets three times a year where the results will be ratified. The examination board dates for 2015-16 are: 11 October 2016

2 March 2017 4 July 2017

Extension to deadline Extensions will only be granted in exceptional circumstances.

If you consider there is sufficient reason to request an extension to the deadline for an assessment you must complete an application form (Application for Extension to Deadline Form), which can be obtained from the relevant course administrators and all reception areas on School of Health Sciences. You are

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required to provide evidence to support your request. Once completed you should retain the back page and forward the remaining application form and evidence to the course leader.

The form should arrive at least one clear day before the submission date and no earlier than four weeks in advance of the submission date. Any forms sent prior to this time will be returned without consideration and should be resent with up to date evidence within the required timeframe. The Course Leader will consider your request and you will be informed of the decision whether to authorise or reject the request in writing. If your request is submitted close to the deadline and you wish to know the outcome prior to receipt of written confirmation, please contact the relevant course administrator for verification.

In exceptional circumstances, if there are valid reasons why you are unable to access/complete and return the form by the required deadline, you should contact the designated person by email/phone to request an extension but you must still complete/submit the form as soon as possible thereafter.

If you are not granted an extension the Examination Board wold treat any late submission in line with the course/GEAR regulations.

Acceptable reasons for granting an extension may include:

Cases of illness – a medical certificate or other relevant evidence from an appropriate professional (e.g. doctor/counsellor) must be produced.

Cases of severe personal problems or distressing personal circumstances such that a reasonable employer would grant compassionate leave.

Extensions when granted will be for the minimum period practicable. Late submission of assignments Work submitted after the deadline (either the original date or following an agreed extension) but two weeks before the relevant Area Examination Board constitutes a late submission; thereafter it is deemed as a non-submission.

The assessment will be deemed a failure unless the Examination Board is presented with acceptable mitigating circumstances. If mitigating circumstances are presented which the Examination Board consider to be sufficient grounds for the late submission, the assessment will be marked. It will not be marked until this process has been completed.

If you miss a deadline and the work is due to be ‘handed in’ as opposed to submitted electronically you must complete a specific form when you do not submit the assignment otherwise the work may not be processed. The form is entitled ‘Identification of assignment submitted after the deadline’. You should ensure that the person receiving your submission completes Part B of this form and that you retain the back page. Work submitted electronically does not require completion of this form as the assignment database in the module area records the date/time of submission.

The following are NOT acceptable reasons for granting an extension or handing work in late:

Loss of data from a computer disc – you should always take a back-up copy of your work

Transport difficulties such as missing buses, trains or planes.

Being on holiday

Not having finished the work in time.

General disorganisation or failure to plan work schedule effectively.

In the case of group project, problems with other members of the group.

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Problems with access to equipment – you are expected to plan carefully to ensure access to equipment when needed.

Problems of access to books or other information sources.

Conflicting deadlines – details of all deadlines are available and you should plan accordingly.

Conflict with periods of employment.

Inability to access personal tutor/member of module team

Non-submission of assignments Students who do not submit assessed work will be awarded a FAIL Grade.

If you do not submit at the first attempt, you will normally be eligible to undertake a second attempt. GEAR clearly states that a student can only be referred (allowed to resubmit) if he/she has demonstrated potential to achieve a pass, which is obviously not the case if non-submission occurs without valid mitigating circumstances. Work will only be considered as a submission if it is deemed as a valid attempt to fulfil all elements of the remit as outlined in the assessment guidelines. Mitigating circumstances If there are circumstances beyond your control which you think may have adversely affected your performance, relating to all or some assessments, you can request the Examination Board take them into consideration. You need to complete a Mitigating Circumstances form, which can be obtained from the reception areas of all School of Health Sciences sites.

This form must be submitted by the assignment submission date and you must provide documentary evidence to support your case. The GEAR regulations identify the type of evidence that is required. You are reminded that the Examination Board decision can only be based on the information contained on the form and associated documentary evidence. Although the form is not confidential, the documentary evidence is confidential to the Mitigating Circumstances panel which considers mitigation on behalf of the Board. It is in your best interest to outline the situation as fully as possible so that the Board can reach an informed decision based on all the facts. Appeals against examination board decisions In exceptional circumstances students may wish to appeal against decisions. Outlined below are the grounds under which an appeal can be made. Grounds for Appeal An appeal must state the decision concerned, the grounds and be accompanied by documents substantiating these grounds. An appeal may be made on one or more of the following grounds.

that a student had submitted evidence of mitigating circumstances which were not considered by the Examination Board;

that the Examination Board was not aware of mitigating circumstances affecting the student’s performance because the student had been unable, or for valid reasons unwilling, to divulge them before the Examination Board reached its decision. It is only in exceptional circumstances that an appeal will be heard on the basis of evidence submitted after the meeting of an Examination Board, and the attention of students is drawn to the importance of notifying their Head of Department or Course Leader, in writing, of any circumstances extraneous to the course which might be prejudicial to their performance, as soon as possible, and preferably before the relevant Examination Board.

that the examination procedures were not followed in accordance with the regulations, resulting in an error in the student’s assessment;

that some other material irregularity led to a breach of the procedures or regulations resulting in a

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decision detrimental to the student;

These are the only grounds for appeal. There is no right of appeal against decisions of an Examination Board, which are matters of academic judgement. A student may not lodge an appeal on the grounds of dissatisfaction with the design, curriculum or delivery (teaching, School support, etc.) of a course which should be resolved through the Students Complaints Procedure. Other mechanisms exist for dealing with such complaints and it is important to ensure that the deliberations and decisions of an Examination Board and any consequences of such decisions are dealt with strictly in relation to assessment. Full details of the Appeals process and procedure are included in the GEAR regulations at: http://staffcentral.brighton.ac.uk/xpedio/groups/Public/documents/staffcentral/doc012411.pdf

http://staffcentral.brighton.ac.uk/xpedio/groups/Public/documents/staffcentral/doc012411.pdf

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8. REFERENCES AND REFERENCING GUIDELINES FOR STUDENTS CONTENTS

INTRODUCTION Section 1 REFERENCES IN THE TEXT a) One author

b) Two authors of one work

c) Authors of two different works

d) More than three authors of one work

e) An author with more than one cited publication in the same year

1.1Citing secondary sources Section 2 REFERENCE LIST

2.1 A book reference 2.2 Works where the author and publisher are the same

2.3 Works that have an editor(s)

2.4 Reference to a chapter in a book

2.5 Journal reference

2.6 Corporate authors, reports, etc.

Section 3 MISCELLANEOUS EXAMPLES

3.1 Sequence of references by the same author

3.2 Referencing from electronic sources

3.3 From email

3.4 WWW document

3.5 Electronic journal

Section 4 FURTHUR READING 4.1 Books 4.2 Internet sources

Introduction These guidelines are intended to clarify the use of references in assessed work for all courses or modules within the School of Health Sciences. Why referencing? Referencing is essential to show that you have researched your material, that the ideas that you present have been considered in the light of documented material on the subject, to differentiate between your own opinions and the views of those who have greater knowledge and wider experience of the given subject. References are necessary to substantiate the knowledge, theories and discussions that you present in your

45

papers.

You may refer to literature in order to:

• Give factual information • Illustrate a point • Present a theoretical perspective • Present an argument or counter argument • Support an argument or a counter argument of your own References are necessary to acknowledge the source of your information, ideas and arguments. The reader should be able, from your reference list, quickly to follow up your source of information. References need to be cited in two places – once in abbreviated form when you refer to the document in the text, and then in full at the end of the work. A reference is a description of a published work that you have referred to either directly or indirectly in your text. A bibliography lists books and articles which are relevant to a piece of work and have been used in your research as a source of information or inspiration; no direct or indirect reference is made to this work in the text. There are two common ways of linking abbreviated references in the text to a full description of the published work – either numeric (i.e. a number in the text which is linked either to a footnote or to a numbered list at the end of the paper) or author/date (also known as the Harvard or parenthetical system) where the briefest author/date information appears in parentheses (brackets) in the text and the full description in an alphabetical list at the end of the paper. The Harvard method is in use in the School of Nursing and Midwifery and must be used at all times. The particular interpretation or convention of the Harvard method used in the School is the Chicago Manual of Style. If you look on the library shelves at guides to writing theses, student papers etc., you will find a bewildering array of style conventions (British Standard, APA, MLA etc.). The School recommends the use of the Chicago Manual of Style: books and online guides that use this convention are listed at the end of this guide. In the examples that follow, the punctuation and italicisation follows the Chicago style: you should also follow this style, but if you cannot produce italic text, underlining may be substituted. Under no circumstances should another writer’s material or ideas be presented without acknowledging the source – if you do so it is plagiarism and your work will be penalised.

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Section 1 REFERENCES IN THE TEXT

In the body of the text the surname of the author(s) is given followed by the year of publication, all in brackets. Only if you are giving a direct quote from your source should you provide the page number as well. If the author’s name appears naturally in your text, only cite the date in brackets. Examples a) One author

The process of qualitative research mirrors that of the traditional scientific method used in the natural sciences (Parahoo 2006).

In one study (Gournay 2010) it was found that...

Seedhouse (2009) has argued that…

“There are a number of theories of learning that can underpin professional education programmes" (Gopee 2008, 45).

b) Two authors of one work

Early history taking is essential in the prevention of thromboembolic episodes (Wylie and Bryce 2008).

In the course of this discussion, Baughan and Smith (2008) commented that caring is at the heart of everything a student nurse does.

c) Authors of two different works

Note: The references in brackets are in alphabetical order.

Journals have been used to support reflective practice (Bolton 2005; Moon 2006) d) More than three authors of one work

The work by Olsen et al. (2010) introduces clinical calculations to students.

e) An author with more than one cited publication in the same year

Distinguish these by adding lower case letters (a, b, c, etc.) after the year and within the brackets:

Polit (2007a) proposed that…

It has been argued by Polit (2007b) that…

1.1 Citing secondary sources

Whenever possible, quote from the original source. When this is not possible (e.g. when the original is unpublished, or for some other reason is not readily available) use the term ‘cited by’ followed by the reference for the work in which it is quoted.

Evidence from Casey is cited by Piper (2009) to show that action research could be used to help nurses meet this opportunity.

When you refer to this in the reference list, it should be listed under Piper: Piper, S. 2009. Health promotion for nurses: theory and practice. London: Routledge.

Section 2 REFERENCE LIST

At the very end of the essay or dissertation, references should be given in full in alphabetical order. Do not depend on the cover of a book for accurate bibliographical information. Use the information on the title page (for author, title, volume number if relevant, place of publication and publisher) and its reverse or ‘verso’ (for publication date and edition).

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2.1 A book reference should contain:

1. Author’s surname followed by initials (second and third authors are not inverted and if there are more than three authors, use first author plus ‘et al.’) 2. Year of publication. 3. Title of book in italics (or underlined if italics are not available). 4. Edition of book if not the first. 5. Volume number if there is more than one. 6. Place of publication. 7. Publisher’s name. Examples: (Please note and follow the punctuation!)

Barker, J. 2010. Evidence-based practice for nurses. London: Sage.

Blows, W.T. 2003. The biological basis of nursing: mental health. London: Routledge.

Hall, C. and D. Ritchie. 2009. What is nursing?:exploring theory and practice.

Exeter: Learning Matters.

Johnson, R. and W. Taylor. 2010. Skills for midwifery practice. 3rd ed. Edinburgh: Churchill Livingstone.

Pocock, G. and C.D. Richards. 2009. The human body: an introduction for the biomedical and

healthsciences. Oxford: Oxford University Press.

Webb, P., C. Bain. and S. Pirozzo. 2005. Essential epidemiology: an introduction for students and health professionals. Cambridge: Cambridge University Press.

2.2 Works where the author and publisher are the same

When the author and publisher are the same, the name should be repeated e.g.

British Heart Foundation. 2009. Physical activity and your heart. London: British Heart Foundation.

2.3 Works that have an editor(s)

Where the book is an edited collection of material with no author listed on the title page, use the abbreviation ‘ed’ or ‘eds’ for editor(s) or ‘comp’ or comps’ for compiler:

Blaber, A., ed. 2008. Foundations for paramedic practice. Maidenhead: Open University Press.

2.4 Reference to a chapter in a book

If, however, the reference is to a specific chapter then it must be put under the name of the author of the chapter:

Whitnell, J. 2008. Safeguarding children. In: Foundations for paramedic practice: a theoretical perspective, edited by A. Blaber. Maidenhead: Open University Press.

2.5 A journal reference should contain:

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(Please note and follow the punctuation!) 1. Author’s surname, followed by initials (second and third authors are not inverted and if there are more than three authors, use the first author plus ‘et al’). 2. Year of publication. 3. Title of article. 4. Title of journal, italicised (or underlined if italics are not available). 5. Volume number 6. Issue number, in brackets. 7. The number of the first and last pages on which the article appears. Examples:

Cotton, J 2009. Providing an integrated admissions avoidance service. British Journal of Community Nursing 14 (4): 153-156.

Flaskerud, J.H. 2009. Dementia, ethnicity and culture. Issues in Mental Health Nuirsing 30 (8): 522-523.

Hands, C., J. Round. and J. Thomas. 2010. Evaluating venepuncture practice on a general children’s ward. Paediatric Nursing 22(2): 32-35.

Lagan, B.M. and K, Casson. 2010. Support needs of women who continue to smoke in pregnancy. British Journal of Midwifery 18(4): 229-235.

Popular weekly or monthly journals often do not have volume numbers and should be cited by date only. Page numbers follow, separated from the date by a comma – but if the article jumps from one part of the magazine to another, page numbers may be omitted. Example

MacKenzie, D. 2009. The predictable pandemic. New Scientist 2 May 2009, 6-7.

Journals should be referred to by their full name, even if the journal title is very long.

2.6 Corporate authors, reports, etc.

Reports which are not the responsibility of one individual should be listed under the name of the body responsible for their publication. They should not be listed under the name of the chairman of a committee, in spite of the fact that they are commonly referred to in this way.

Example: the “Darzi” report:

Department of Health. 2008. High quality care for all: NHS next stage review final report. [Darzi report] Norwich: Stationery Office.

Note that with lengthy corporate authors, the citation in the text may be abbreviated to something that agrees with the start of the name – e.g. (Department of Health 2008) but not (Darzi report 2008).

Section 3 MISCELLANEOUS EXAMPLES

Department for Children, Schools and Families. 2010. Working together to safeguard children: a guide to interagency working to safeguard and promote the welfare of children. Nottingham: Department for Children, Schools and Families.

Mental Health Act 2007: Chapter 12. 2007. Norwich: Stationery Office.

Nursing and Midwifery Council. 2008. Standards to support learning and assessment in practice:

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NMC standards for mentors, practice teachers and teachers. London: Nursing and Midwifery Council.

3.1 Sequence of references by the same author

These should be in date order within the alphabetical sequence with the oldest reference first: Dimond, B. 2006. Legal aspects of midwifery. 3rd ed. Oxford: Butterworth-Heinemann.

Dimond, B. 2008. Legal aspects of nursing. 5th ed. Harlow: Pearson Education.

Dimond, B. 2009. Legal aspects of consent. 2nd ed. London: Quay.

3.4 Referencing from electronic sources

There is no agreed method for citing electronic sources yet and the key text on the subject (Li and Crane 1996) does not cover the Chicago style. But it is possible to adapt the conventions for print material to electronic sources. The following elements should be included if available: Author’s name and initials (if there is an author, if not use name of the organisation etc responsible

for the website) Year of publication Title of document cited Type of medium (e.g. website, e-journal) Location (URL, ftp address etc.) Date accessed (essential for online documents which may change location but not necessary for

‘stable’ sources)

3.5 From email

Cite Author. Year. Subject line from email posting. [Email] Type of posting (personal, to group, memo) [date accessed]: Jones, K. 2009. Nurse education in Sussex. [Email] Personal email to J. Smith. [14 April 2009].

3.6 WWW document

Cite Author(if there is one). Year. Title of document. [Online] Place of publication: Publisher (if you can ascertain this). Available from: (i.e. location of document) [date accessed]:

National Institute for Health and Clinical Excellence. 2008. Stroke: diagnosis and initial management of acute stroke and transient ischaemic attack . [Online] London: National Institute for Health and Clinical Excellence. Available from: http://www.nice.org.uk/CG68 [27 January 2010].

Royal College of Midwives. 2008. Maternity care for disabled women: guidance paper. [Online]

London: Royal College of Midwives. Available from: http://www.rcm.org.uk/college/standards-and-practice/guidance-papers/ [26 May 2010].

Note: don’t put in any extra punctuation after the URL which might be misread as a part of the address. For this reason, it is sensible to put the URL on a separate line.

3.7 Electronic journal

http://www.nice.org.uk/CG68

http://www.rcm.org.uk/college/standards-and-practice/guidance-papers/

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To cite a full-text article from an electronic source (e.g via a database link) use the standard method of referencing an article. If the article is only available from an Internet source, follow the style used for journal articles and add [Online] Location and date accessed: Gunn, J.A. 2007. Ethical dimensions within qualitative research. Online Journal of Health Ethics 4 (1)

[Online]. Available via Online Library at : http://www.ojhe.org/ [23 April 2010].

Section 4 FURTHUR READING

4.1 Books

Li, X. and N.B. Crane. 1996. Electronic styles: A handbook for citing electronic information. 2nd ed. Medford, N.J: Information Today.

This is the most cited book on the subject but it does not cover the Chicago style. It does, however, include every type of electronic source you are likely to encounter and once you have grasped the principles of the Chicago style, you can adapt the examples given in the first half (APA style) of this book. Turabian, K.L. 2007. A manual for writers of term papers, theses and dissertations. 7th ed. Chicago:

University of Chicago Press.

Much more digestible than the Chicago Manual of Style on which all the examples are based. See in particular Chapter 8 on ‘Parenthetical references and reference lists’. University of Chicago Press. 2003. The Chicago manual of style. 15th ed. Chicago: University of

Chicago Press.

The ‘bible’ of the Chicago style and over 900 pages long but you can get by on chapter 16 on author-date citations and reference lists. Unfortunately, it is weak on electronic sources.

4.2 Internet sources

Cross, P. and K. Towle. 1996. A guide to citing Internet sources. [Online] Poole: Bournemouth University. Available from:

http://www.emeraldinsight.com/Insight/ViewContentServlet?contentType=Article&Filename=/published/emeraldfulltextarticle/pdf/2870260305.pdf

[10 May 2007]

Uses Harvard method and something similar to Chicago for citations Hunter College Writing Center. [1998]. The documented essay/research paper: Chicago Manual of

Style documentation. [Online] New York: Hunter College. Available from: http://rwc.hunter.cuny.edu/reading-writing/on-line/chicago.html [Accessed 26 May 2010]

Read section headed ‘Documentation two: author-date style’ Learning and Information Services. 2004. Referencing electronic sources. [Online] London: South Bank University. Available from:

http://mikehart-papers.co.uk/tutorials/ess_help/hs31.pdf [26 May 2010]

Wide range of examples, though not in Chicago style.2

http://www.ojhe.org/

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9. Student Services Student Services are a central department whose specific function is to provide a range of services to support you through university and to make sure you get the most from the student experience. They can help will all kinds of academic and non-academic issues. You don’t need to feel particularly worried about anything to benefit from their services either - sometimes they can just help optimise an experience which you are already enjoying. At other times, they provide professional support and advice on trickier subjects and have the experience and expert knowledge that delivers great benefits. Below is a quick outline of some of the roles fulfilled by their services. This list is by no means exhaustive, but should just give you a flavour of what’s on offer. Don’t worry if your particular question or difficulty doesn’t fit neatly into one of their named functions, they are happy to help whatever your need.

Career development

Career planning, workshops, help with job applications and CVs

Volunteering and work opportunities while at university

Employment and further study choices

Chaplaincy

Pastoral care for all faiths and none

Lectures, social events, worship, discussion, retreats, pilgrimages

Childcare

High quality, affordable, flexible childcare

Information for studying parents

Counselling

A confidential service, which allows a safe space to address issues and problems

Disability and dyslexia support

Help with all disability and dyslexia issues, including funding

Liaison with staff to coordinate appropriate learning and teaching support

Screening for learning difficulties

Programme of support on study skills

Health and wellbeing

Links with local GP surgeries

Sexual health, drugs and alcohol information, through UNISEX

Advice on vaccinations and health issues

Student Advice Service

General advice and focus on financial issues including fees, grants, bursaries, loans, additional funds and money management

International students - immigration advice and Home Office regulations. Pastoral care, culture shock and home sickness

Get in touch T: 01273 643845 Eastbourne T: 01273 643584 Falmer T: 01273 643187 Grand Parade T: 01273 642895 Moulsecoomb T: 01273 644363 University Centre Hastings E: [email protected]

You can find further information about our services and other central departments – accommodation, information services, facilities on campus, including opening times, common queries and self help information in the Student Life section of student central. See also www.brighton.ac.uk/studentlife


http://www.brighton.ac.uk/studentlife

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APPENDICES

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Appendix I

University of Brighton

Grading Criteria – Levels 4 / 5 / 6

80-100 A+

First class / Distinction

All learning outcomes/ assessment criteria have been achieved to an exceptionally high level.

An outstanding response to the task. The work demonstrates most or all of the following characteristics beyond that expected for work at the given level of study within the discipline:

Exceptional display of understanding, exploration, insight and/or research.

All specifications for the assessment task, including word limit/time limit where appropriate, have been adhered to.

The organisation, structure and standard of presentation of the work, including referencing and compliance with the referencing policy is exemplary throughout.

The work has been approached and/or executed/performed in an original way.

Inspirational, innovative and authoritative - evidence of intellectual rigour, independence of judgement and insightful contextualisation, including relevant theory/literature/artefacts/performance.

Evidence of very high quality analysis, synthesis, reflection, evaluation and critical appraisal.

Consistently displays very high levels of initiative, personal responsibility, decision-making and achievement.

Exceptional understanding of the complexity of practice and makes sense of the situation in a meaningful way

A 75-79 A-70-74

First class / Distinction

All learning outcomes/ assessment criteria have been achieved to a high standard and many at an exceptionally high level.

An excellent response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

In-depth understanding, exploration, insight and/or research.

All specifications for the assessment task, including word limit/time limit

where appropriate, have been adhered to.

The organisation, structure and standard of presentation of the work,

including referencing and compliance with the referencing policy is

excellent throughout.

The work has been approached and/or executed/performed in an

original way.

Insightful contextualisation, including relevant theory/ literature/

artefacts/ performance.

Evidence of high to very high quality analysis, synthesis, reflection,

evaluation and critical appraisal.

Demonstrates high levels of initiative, personal responsibility, decision-

making and achievement.

Evidence of insightful understanding of the complexity of practice and

makes sense of the situation in a meaningful way.

B+ 67-69 B 64-66

Upper Second class / Merit

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B- 60-63 All learning outcomes/ assessment criteria have been met fully at a good or very good standard.

A good to very good response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

Good to very good understanding and exploration, some insight and/or thorough research.

No significant inaccuracies, misunderstandings or errors.

The specifications for the assessment task, including word limit/time limit where appropriate, have been adhered to.

The work is well organised, coherent and the standard of presentation, including referencing and compliance with the referencing policy is at least good.

The work has been approached and/or executed/performed in a comprehensive and appropriate way.

Appropriate contextualisation, including relevant theory/ literature/ artefacts/performance.

Evidence of high quality analysis, synthesis, reflection, evaluation and critical appraisal.

Demonstrates good levels of initiative, personal responsibility, decision-making and achievement.

Good to very good understanding of the complexity of practice and makes sense of the situation in a meaningful way.

C+57-59 C54-56 C-50-53

Lower Second class / Pass

All learning outcomes/ assessment criteria have been met and some may have been achieved at a good standard.

A sound, competent response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

Sound understanding and exploration, some insight and/or appropriate research.

No significant inaccuracies and/or misunderstandings.

No significant aberrations from the specifications for the assessment task, including word limit/time limit where appropriate.

The work is suitably organised (clearly presented but with little development) and the standard of presentation, including referencing and compliance with the referencing policy is at least sound.

The work has been approached and/or executed/performed in a standard way.

Sound analysis, synthesis, reflection, evaluation and critical appraisal.

Demonstrates some levels of initiative, personal responsibility, decision-making and achievement

Sound understanding of the complexity of practice and some insight.

D+ 47-49 D 44-46 D- 40-43

Third class / Pass

All learning outcomes / assessment criteria have just been met.

An adequate, but weak response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

Adequate understanding and/or exploration of major ideas with little insight and/or minimal research.

Some minor inaccuracies and/or misunderstandings.

Some minor aberrations from the specifications for the assessment task, including word limit/time limit where appropriate.

The work is largely descriptive (although generally coherent there is some lack of clarity of thought or expression; poor quality in at least one area), some parts of the work are disorganised and the standard of presentation, including referencing and compliance with the referencing policy is barely adequate.

The work has been approached and/or executed/performed in a basic and/or poor way.

Some, but limited, evidence of analysis, synthesis, evaluation and critical appraisal.

Demonstrates limited levels of initiative, personal responsibility, decision-making and achievement.

Adequate understanding of the complexity of practice but with little insight.

55

E+ 37-39 E 34-36 E- 30-33

Fail

One or more of the learning outcomes/ assessment criteria have not been met.

An unsatisfactory response to the task. The work may display some strengths but these are outweighed by several weak features in relation to the expectations for the given level of study within the discipline, such as:

Limited understanding and/or exploration of major ideas with very little insight and/or minimal research.

Some significant inaccuracies and/or misunderstandings.

Insufficient attention paid to some of the assessment criteria and some significant aberrations from the specifications for the assessment task (such as not keeping to the word limit/time limit and /or minor elements of the work are missing).

The work is too descriptive, parts of the work are disorganised and unclear and the standard of presentation, including referencing and compliance with the referencing policy is poor.

The work has been approached and/or executed/performed in a poor way.

Insufficient evidence of analysis, synthesis, reflection, evaluation and critical appraisal.

Little evidence of initiative, personal responsibility, decision-making and achievement.

Limited understanding of the complexity of practice with very little insight.

F+ 20 - 29 F 10 - 19

Fail

Most of the learning outcomes/assessment criteria have not been met.

An unsatisfactory response to the task. Any strengths of the work are heavily outweighed by many features in relation to the expectations for the given level of study within the discipline, such as:

Very limited understanding and/or exploration of major ideas with little or no insight and/or minimal research.

Several significant inaccuracies and/or misunderstandings.

Insufficient attention paid to several of the assessment criteria and some serious deviations from the specifications for the assessment task (such as not keeping to the word limit/time limit and/or major elements of the work are missing).

The work is descriptive and the standard of presentation including referencing and compliance with referencing policy is very poor.

The work has been approached and/or executed/performed inadequately.

Little evidence of analysis, synthesis, reflection, evaluation and critical appraisal.

Little to no evidence of initiative, personal responsibility, decision-making and achievement.

Very limited understanding of the complexity of practice with little or no insight.

F- 0-9 Fail

Almost none of the learning outcomes/ assessment criteria have been met.

An unsatisfactory response to the task. The work fails to meet the requirements in relation to those expected at the given level of study within the discipline, exemplified by most or all of the following:

Almost no understanding and/or exploration of ideas.

Many serious inaccuracies and/or misunderstandings.

No attention paid to all or most of the assessment criteria and/or to the specifications for the assessment task (such as not keeping to the word limit/time limit and/or major elements of the work are missing).

Very poor standard of presentation including referencing, where appropriate, and does not comply with referencing policy.


No evidence of analysis, synthesis, reflection, evaluation and critical appraisal.

No evidence of initiative, personal responsibility or understanding.

Very poor understanding of the complexity of practice.

56

University of Brighton

Grading Criteria – Levels 7

80-100

High Distinction

All learning outcomes/ assessment criteria have been achieved to an exceptionally high level.

An outstanding response to the task. The work demonstrates most or all of the following characteristics beyond that expected for work at the given level of study within the discipline:

Exceptional display of understanding, exploration, insight and/or research.

Potential for publication/exhibition (including equivalent influential dissemination) and or ability to undertake further research.

All specifications for the assessment task, including word limit where appropriate, have been adhered to.

The organisation, structure and standard of presentation of the work, including any subject-specific conventions (use of language, referencing where appropriate, are exemplary throughout

Evidence of effective communication of work to specialist and non-specialist audience.

Stimulating and rigorous arguments that are likely to be at the limits of what may be expected at this level.

The work has been approached and/or executed/performed in an original way.

Inspirational, innovative and authoritative - evidence of intellectual rigour, independence of judgement and insightful contextualisation, including relevant theory/literature/artefacts/performance.

Clear evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence.

Evidence of very high quality analysis, synthesis, reflection, evaluation and critical appraisal.

Outstanding problem solving skills – suggests alternative approach.

Ability to address complex issues both systematically and creatively – challenges established knowledge.

Exceptional understanding of the complexity of practice and makes sense of the situation in a meaningful way.

70-79

Distinction

All learning outcomes/ assessment criteria have been achieved to a high standard and many at an exceptionally high level.

An excellent response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

In-depth understanding, exploration, insight and/or research.

Potential for publication/exhibition (includes equivalent influential

dissemination) and/or ability to undertake further research.

All specifications for the assessment task, including word limit where

appropriate, have been adhered to.

The organisation, structure and standard of presentation of the work,

including any subject-specific conventions (use of language,

referencing where appropriate are excellent throughout.

Evidence of effective communication of work to specialist and non-

specialist audiences.

Convincing arguments that are likely to be at the limits of what may be

expected at this level.

57

The work has been approached and/or executed/performed in an

original way.

Insightful contextualisation, including relevant theory/ literature/

artefacts/ performance.

Clear evidence of extensive study and demonstration of ability to

reach appropriate decisions based on incomplete or complex

evidence.

Evidence of high to very high quality analysis, synthesis, reflection,

evaluation and critical appraisal.

Excellent problem solving skills – suggests alternative approaches.

Ability to address complex issues effectively – challenges established

knowledge.

Evidence of insightful understanding of the complexity of practice and

makes sense of the situation in a meaningful way.

60-69

Merit

All learning outcomes/ assessment criteria have been met fully at a good or very good standard.

A good to very good response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

Good to very good understanding and exploration, some insight and/or thorough research.

Some capacity to undertake further research.

No significant inaccuracies, misunderstandings or errors

The specifications for the assessment task, including word limit where appropriate, have been adhered to.

The work is well organised, coherent and the standard of presentation, including any subject specific conventions (e.g. use of language, referencing where appropriate, is at least good.

Evidence of effective communication of work.

Ability to present structured, clear and concise arguments.

The work has been approached and/or executed/performed in a comprehensive and appropriate way with some degree of originality.

Appropriate contextualisation, including relevant theory/ literature/ artefacts/performance.

Evidence of extensive study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence.

Evidence of high quality analysis, synthesis, reflection, evaluation and critical appraisal.

Good or at least competent problem solving skills – suggests alternative approaches.

Ability to address complex issues competently – explores established knowledge.

Good to very good understanding of the complexity of practice and makes sense of the situation in a meaningful way.

50-59

Pass

All learning outcomes/ assessment criteria have been met and some may have been achieved at a good standard.

An adequate to sound response to the task. The work demonstrates most or all of the following characteristics in relation to those expected at the given level of study within the discipline:

Sound understanding and exploration, some insight and/or appropriate research.

Some minor inaccuracies and/or misunderstandings – small but no significant errors.

58

Some minor aberrations from the specifications for the assessment task, including word limit where appropriate.

The work is suitably organised (clearly presented but with little development) and the standard of presentation, including and subject specific conventions (use of language, referencing where appropriate, is at least sound.

Ability to develop an argument but can lack fluency.

The work has been approached and/or executed/performed in a standard way with limited evidence of originality.

Some contextualisation but with a heavy reliance on a limited number of sources and, in general, the breadth and depth of sources and research are lacking.

Evidence of study and demonstration of ability to reach appropriate decisions based on incomplete or complex evidence.

Sound, but limited, analysis, synthesis, reflection, evaluation and critical appraisal.

Some evidence of problem solving skills.

Some evidence of ability to address complex issues adequately.

Sound understanding of the complexity of practice and some insight.

40-49

One or more of the learning outcomes / assessment criteria have not been met.

An unsatisfactory response to the task. The work may display some strengths but these are outweighed by several weak features in relation to the expectations for the given level of study within the discipline, such as:

Limited understanding and/or exploration of major ideas with very little insight and/or minimal research.

Some significant inaccuracies and/or misunderstandings – gaps in understanding and/or knowledge.

Insufficient attention paid to some of the assessment criteria and some significant aberrations from the specifications for the assessment task (such as not keeping to the word limit and/or minor elements of the work are missing).

The work is too descriptive somewhat disorganised and unclear and the standard of presentation, including any subject-specific conventions (use of language and referencing,where appropriate, is inadequate.

Development of an argument is limited and often flawed.


The context provided takes the form of description lacking any breadth, depth and accuracy.

Limited or inappropriate research and demonstrated ability to reach decisions.

Insufficient evidence of analysis, synthesis, reflection, evaluation and critical appraisal.

Little evidence of problem solving skills.

Barely addresses complex issues.

Minimal to no understanding of the complexity of practice but with little insight.

0-39

Fail

Most of the learning outcomes/ assessment criteria have not been met.

An unsatisfactory response to the task. The work fails to meet the requirements in relation to those expected at the given level of study within the discipline, exemplified by most or all of the following:

Very limited understanding and/or exploration of major ideas with very little or no insight and/or minimal research.

Several significant inaccuracies and/or misunderstandings – minimal or no evidence of knowledge and understanding of the subject.

Insufficient attention paid to several of the assessment criteria and some serious deviations from the specifications for the assessment task (such as not keeping to the word limit and major elements of the work are missing).

The work is descriptive, poorly structured and the standard of presentation, including any subject-specific conventions (use of language, referencing where appropriate, is inadequate.

Failure to contextualise from sources.

Little or no evidence of analysis, synthesis, evaluation and critical appraisal.

Little evidence of problem solving skills.

Failure to address complex issues.

No understanding of the complexity of practice with very little insight

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APPENDIX II UNIVERSITY OF BRIGHTON SCHOOL OF HEALTH SCIENCES

STUDENT AP(E)L / RAWL PROCESS EVALUATION FORM

Please complete the following at the end of the module and send to the AP(E)L / RAWL Co-ordinator. Date of AP(E)L / RAWL Workshop/tutorial…………..…Date of AP(E)L / RAWL submission…………. Name of Educational Adviser……………………………………………………………………………………………………..……….... Name of award that you are registered for (if applicable)……………………………………………..........….. Part A Please tick one box only for each statement to indicate: 1 = strongly agree 2 = agree 3 = don‟t know 4 = disagree 5 = strongly disagree

1 2 3 4 5

The AP(E)L / RAWL process appears to be well organised

The workload was appropriate

The AP(E)L / RAWL handbook was clear and useful

The support from the Educational Adviser was appropriate

The AP(E)L / RAWL workshop was clear

Supplementary reading was useful

Part B Please comment on the following: 1. The things I have found most useful from the AP(E)L / RAWL process: 2. The things I have found least helpful from the AP(E)L / RAWL process: 3. Additional things I would have liked: 4. Do you consider the AP(E)L / RAWL process is relevant to your studies and please explain why:

60

s

APPENDIX iii

FACULTY OF HEALTH AND SOCIAL SCIENCE SCHOOL OF HEALTH SCIENCES Student Assignment Declaration Form Student Name………………………………………………………………………… Module Code and Title ………………………………………………….................. Assignment Title(s)……....................................…………………………………… Module Leader………………………………………………………………………... Course (if applicable)………………………………………………………………… Student base site (if applicable)…………………………………………………….. Date Assignment Due……………………..Actual Date Submitted……............... Number of words in assignment…………………………………………………….

I , the undersigned, submit this assignment and make formal declaration that my assignment complies with all statements below, which I have initialled

initials initials

This work is original, of my own construction and not plagiarised from other sources.

Specific client care documentation used does not disclose the identity of a named care-setting, any service users, carers, relatives or other individuals, such as Nurses.

I have maintained anonymity by using a pseudonym for any patient/client or Health Professional referred to.

The name of a particular Trust or other organisation can only be identified if referenced to a document(s) already in the public domain.

I understand that failure to complete and comply with this declaration means this assignment may not be eligible for a pass mark and could lead to the Academic Misconduct Process being followed. Name…………………………………………………. (please print) Signature………………………………………… Date……………… Please complete in black ink and insert as the front sheet of an assignment

Documents

AP(E)L and RAWL HANDBOOK - University of Brighton · 2018-05-18 · September 2016 . 3 Contents Page No. Useful Contacts 5 1 Overview of AP(E)L and RAWL 1.1 ... This handbook focuses