Embed Size (px)
Citation preview
Department of Nursing, Health and Professional Practice
Programme Handbook
DipHE Paramedic Practice(full-time programme)
April 2017
2016/17(v.09/16)
This handbook is a guide to the programme you are studying. A concise summary of the programme is contained in the Programme Specification, available on your programme Blackboard site.
This programme is governed by the University’s Academic Regulations. You should read and familiarise yourself with the Academic Regulations. In the event of any information contained in this handbook conflicting with that in the Academic Regulations, then the Academic Regulations should be taken as the definitive version.
This guide should be read in conjunction with supporting information in the Student Handbook which is accessed via the “Student Services” tile on the Student Hub and also via the Programme Administration team, located on each campus. If you experience any problems clicking the Hub link, please type hub.cumbria.ac.uk into your browser address bar, or visit the main we b s i te and click “Students” on the top right.
All students are expected to read and familiarise themselves with the content of the Student Handbook.
The University has taken all reasonable steps to ensure the accuracy of the information contained in this programme handbook and will use all reasonable endeavours to deliver programmes in accordance with the descriptions set out within the handbook. Nevertheless, circumstances outside the University’s reasonable control may arise which limit its ability to deliver the programme as described. Where reasonable and appropriate to do so, the University will make all reasonable endeavours to put in place alternative arrangements to achieve the relevant learning outcomes, and provided the University does so, it will not be responsible to the student for any failure to provide the programme in accordance with the programme handbook.
If you require this document in an alternative format, please contact your Programme Leader in the first instance.
2
1. Welcome to your Programme of study
Welcome to your programme of study at the University of Cumbria. The Diploma in Higher Education (DipHE) Paramedic Practice programme will, upon successful completion, enable you to register as a Paramedic with the Health and Care Professions Council (HCPC) and practise under the protected title of Paramedic. The structure of the award has been developed through mapping against the standards of proficiency (SOP) published by the HCPC for registered Paramedics, the Quality Assurance Agency’s (QAA) benchmark statements for Paramedic Science and the current 2015 Curriculum Framework Guidance issued by the College of Paramedics (COP). The award recognises the broad knowledge and skills base required of a Paramedic and incorporates a strong work based learning component, with a skills framework mapped to the requirements of the role.
Throughout this documents there will be reference to the HCPC’s Standards of Education and Training (SETs) and Standards of Proficiency for Paramedics (SOPs). This is to evidence to students the cross mapping to the respective standards.
The DipHE Paramedic Practice sits within the Department of Nursing, Health and Professional Practice. We have a wide range of programmes and modules available for healthcare professionals and others to access and study with us, including continuing professional development opportunities for you, once you are qualified as a Paramedic.
The Department aims to:
provide a challenging and supportive learning environment for students at all levels of study, which encourages a commitment to professional development
produce knowledgeable, skilled professionals able to meet the needs of patients, clients and the rapidly changing health and welfare services
provide opportunities for students to integrate scholarship, practice and research and to foster reflection
encourage inter-professional education which enables students of different disciplines to work together.
This programme handbook, which will provide you with key information regarding your chosen programme – its structure, philosophy, teaching and learning methods, and information about your practice placement learning, which forms an essential component of your programme.
Tom Davidson – Programme Lead
Staff Student Forum (SSF)SSFs provide an accessible forum at programme level for the debate and discussion of issues relating to the student experience across the programme.
The SSF process seeks to provide a meaningful and accessible mechanism for you to discuss any issues affecting your experience at Cumbria.
The SSF will take place quarterly throughout both Level 4 (year 1) and Level 5 (Year 2) of the programme.
2. Your Programme Team (SET 3.2, 3.4, 3.6, 3.7, 6.11)
3
The core team either have or are working towards PGCLTHE (Postgraduate Certificate in Learning and Teaching for Higher Education) and FHEA (Fellow of the Higher Education Academy). The core team is supported by other academic staff at the University of Cumbria, including a number of sessional Lecturers who also work with the paramedic team, providing additional support:
Name Contact detailsKay DonnellonSenior Lecturer: Advanced Practice(Palliative Care)
Julie FosterSenior Lecturer: Midwifery
David Hepworth:Senior Lecturer: Biological Sciences(Supporting Pathophysiology and Evidence Based Practice)
Steven McCarthy-GrunwaldLecturer: Mental Health Nursing
Lisa Smith:Senior Lecturer: Emergency and Urgent Care
Scott Murray Paramedic: Sessional LecturerColin Weston Paramedic: Sessional LecturerMichael Sproat Paramedic: Sessional Lecturer
4
Name Contact detailsTom DavidsonProgramme Leader DipHE Paramedic Practice DipHE Paramedic Practice Module LeaderSenior Lecturer: Paramedic PracticeMember of the College of Paramedics
Stewart RalphDipHE Paramedic Practice Module LeaderSenior Lecturer: Paramedic PracticeMember of the College of Paramedics
Sarah Green DipHE Paramedic Practice Module LeaderLecturer: Paramedic PracticeMember of the College of Paramedics
Ian CorriePrincipal Lecturer, Department of Nursing, and Professional Practice (Academic oversight at Departmental level)
Steven ThoburnLecturer in Paramedic PracticeMember of the College of Paramedics
Sharon SeddonSenior Lecturer: Paramedic PracticeMember of the College of Paramedics
Andrew BlakeLecturer in Paramedic PracticeMember of the College of Paramedics
Matthew MaddockLecturer in Paramedic PracticeMember of the College of Paramedics
Darren MossParamedic Professional Learning Advisor and AssessorMember of the College of Paramedics
Nick Wright Paramedic: Sessional Lecturer
All academic members of staff, including sessional and Honorary Lecturers, are subject to standardised pre-employment checks. These include areas such as right to work in the UK and relevant knowledge and skills. Once employed each member of staff is expected to promote a learning culture that stimulates learning environments for achievement and delivery of effective teaching and support. To achieve these institutional aims, all staff involved in teaching and the support of learning are assisted and enabled through different mechanisms to ensure quality. These mechanisms are inclusive but not limited to: peer reviews, PPDRs and Continual Professional Development (CPD). And all staff are subject to the University’s Mandatory Initial and Continuing Professional Development Policy.
Sessional staff members will have the opportunity to access the university’s mandatory initial and continuing professional development policy.
Under this policy, all academic staff contracted on a 0.2FTE basis or above are required to working towards PGCLTHE (Postgraduate Certificate in Learning and Teaching for Higher Education) and FHEA (Fellow of the Higher Education Academy). This taught PGCert is available to all staff and aims to develop individual professional competence and increase the overall capacity of academic staff within the university for teaching excellence, research and leadership. The PGCert consists of 3 modules: PGLT7001 Introduction to Teaching, Learning and Assessment, PGLT7002 Researching Academic Practice, and PGLT7003 Curriculum Design and Development. The PGCert programme is accredited by the Higher Education Academy (HEA) against UKPSF Descriptors 1 and 2. On successful completion of the programme, staff will be accredited at UKPSF Descriptor 2 level which provides Fellowship status of the HEA (FHEA).
In addition, the HE Academy accredited continuing professional development CPD Scheme, designed to support experienced individuals in the demonstration of their achievement of UKPSF Descriptors 1, 2 and 3, and with future opportunity for Descriptor 4
There are also a range of other professional development opportunities and activities available for staff that complement mandatory elements of IPD & CPD such as: The Leadership and Management Framework (LMF); funded further study; internal developmental workshops and enhancement events; acting as peer reviewer; mentorship and coaching; external examiner and advisory roles.
As required by The University’s Academic Procedures and Processes, the appointment process for all external examiners ensures that they are appropriately experienced and qualified and are from the relevant part of the Register. The current Programme External Examiner is Matthew Cooper of Glasgow Caledonian University (HCPC Registration number PA12844).Role clarification Head of Department – has strategic oversight over the whole Department of
Nursing, Health and Professional Practice within which this Programme is housed
Principal Lecturer - has academic oversight over a number of Programmes within the Department of Nursing, Health and Professional Practice including this Programme
Programme Leader – Leads the Programme from both an academic and operational basis
Module leader – Leads on a module or modules within the Programme Additional academic support – Support the Programme and Module leader with
specialist delivery within the Programme
5
Sessional Lecturers – Support the Programme on a sessional basis Honorary Lecturers – employed by partner NHS Ambulance Service Trusts, but
with Honorary Lecturer status within the University and support the Programme on a sessional basis
3. Programme Rationale and Philosophy (SET 4.2, 4.3, 4.4) The primary aim of the Diploma in Higher Education (DipHE) Paramedic Practice is to equip practitioners with the necessary knowledge, understanding, skills and competence to be fit for purpose and practise and therefore be eligible for registration with the Health and Care Professions Council (HCPC) as a paramedic. The award aims to meet the requirements within the Quality Assurance Agency (QAA) Benchmark Statement for Healthcare Programmes for Paramedic Science, , and recognises the College of Paramedics (2015) Paramedic Curriculum Guidance 3rd Edition Revised. Our curriculum has been developed following extensive partnership working, particularly with North West Ambulance Service NHS Trust and South West Ambulance Service NHS Foundation Trust.
Healthcare workers in roles such as a Paramedic work in complex, unpredictable pre-hospital and emergency care environments, across the health-illness continuum. The QAA (2004) Benchmark Statement for Paramedic Science provides guidance to the pathway of care that encompasses the roles of the entire breadth of these roles. The scope of practice of a Paramedic includes the following aspects of practice, and our aim is to prepare you through a curriculum that incorporates these:
The age span of human development from neonate to old age Working with individuals who present with complex and challenging
problems resulting from multi-pathology illness Health promotion and injury prevention, the assessment, management and
evaluation of intervention A broad range of settings including the patient’s home, the acute, primary
and critical care settings An understanding of the health care issues associated with diverse cultures
within society
The Bradley Report (Department of Health 2005) Taking Healthcare to the Patient: Transforming NHS Ambulance Services indicated a need for a realigning of paramedic services and education to meet a changing population need. The report noted that only 10% of patients ringing 999 have a life-threatening emergency and that calls related to urgent primary and social needs were more predominant, including sub-acute onset of long term conditions, falls and mental health problems. It therefore indicated that there needed to be a stronger emphasis on education around aspects such as patient assessment, basic diagnosis and underlying pathophysiology, clinical decision-making and management of exacerbations of long term conditions, as well as the more traditional focus on
resuscitation and trauma management. Subsequently the Paramedic Evidence
Based Education Project (PEEP) End of Study Report (2013) reinforced this message setting out how paramedic education could maximise paramedics’ contribution to the delivery of high quality and cost effective patient care.
In addition, the paramedic is seen as having a wider role in health protection and health promotion, such as through involvement in initiatives around managing potential flu epidemics and infection prevention (protection role) and around approaches such as alcohol identification and brief advice (health promotion role). Finally, there is seen to be a stronger emphasis on clinical leadership, and a stronger career structure to enable progression along a clinical route within the
6
ambulance service. You will find that the areas identified within the Bradley Report are firmly embedded within our curriculum.
Service Users (SET 3.3, 3.8 3.17)In order to ensure that the programme is informed by users of the paramedic emergency and other pre-hospital services, the programme team sought evidence from a range of sources, including both local and national service user surveys. Evidence was drawn from sources such as Care Quality Commission reports, the Picker Institute and the Patient’s Voice (www.patientsvoice.org.uk) . Overall, patient satisfaction with the NHS Ambulance Service is high across England. In 2009, The Picker Institute undertook a survey of Category C service users (non-urgent) and had over 4000 responses across 11 Trusts. Many aspects such as level of care, level of trust and confidence, level of respect and dignity, all scored over 90% satisfaction. There were some areas for improvement in relation to how staff listened to patient’s needs and explained their care and treatment, although these areas still scored above 80%. The one area that showed a stronger need for improvement was in the field of pain assessment and management. 6% of patients did not think that staff had done all in their control to manage their pain, and 19% felt that this had only been done to some extent. Interestingly, this is supported by a recent qualitative survey undertaken in East Midlands (Iqbal, Spaight and Siriwardena, 2012) into patient’s and emergency clinician’s perceptions of pre-hospital pain management. This study ascertained that pain is often poorly managed and undertreated in pre-hospital environments, with refusal or inadequate pain relief being commonplace.
These findings are all very helpful in informing our curriculum and your programme. For example, pain management has been highlighted as a key learning area, and is embedded into modular and practice-based learning. The programme will enable you to develop your knowledge as it concerns user/carer engagement and to apply your enhanced understanding to practise. Opportunities will be available for you to explore the meaning of user/carer engagement. Embedded within this expectation is the requirement that you will seek to ascertain the perspectives of users and carers and actively elicit feedback that will enable you to learn from their viewpoint.
From 2014 our involvement with service users and user carer groups has been expanded and we have worked to develop the involvement of service users in curriculum design and delivery. We have appointed one of our core team to the Experts by Experience user and carer group established within the university, which is used to gain the perspectives of users and carers, as well as potential involvement in recruitment. We have good links with Community First Responder (CFR) Teams locally, which provide useful feedback to inform the curriculum, as well as CFR members who come to talk to students about their experiences. We have the opportunity to involve a user carer who has, in the last 2-3 years, been a carer for a patient with dementia, has herself received paramedic emergency services for acute respiratory distress and is a user of AGEUKs lifeline service which she has used to call emergency services following a fall. The partner Trusts have Patient Advice and Liaison Services (PALS), which allow the public to express concerns without having to progress to a formal complaint, therefore allowing a more informal investigation. It allows the Trusts to adapt their service to meet the needs of the patient. For example, in South West Ambulance Service NHS Foundation Trust, service users are encouraged to sit on the committees that influence patient care decision to advise on the service users perspective. The PALS department offers advice and support to patients, their families and carers, provides information on NHS services, listens and respond to concerns, suggestions and queries, helps sort out problems quickly and gathers feedback on patient experiences. This service can be linked to via the PALS department leads and the Learning and Development Department. The service users are also involved in all educational delivery and advise on the content from the service users perspective.
7
You are encouraged to access service user blogs and online videos/forums, for example Patient Memoirs at http://www.patientmemoirs.com/, to gain their perspectives on their experiences.
The extensive partnership working that has been involved in developing these innovative programmes, with progression opportunities, was reflected in the University being shortlisted for the Time Higher Education national award for Outstanding Employer Engagement as early as 2012.
Research and Evidence Based Practice (SET 3.1, 4.0, 4.6, 4.7)Research and evidence based practice is embedded in the development of both staff and students. On the programme those students progressing through the Level 4 modules of study will begin to develop the critical skills required to appraise evidence within HPHP4002 Development of Academic Skills and Reflective Practice and consolidate this within the other modules and particularly in HPHP4016 Pre-Hospital and Emergency Care: Developing Evidence Based Practice.
Throughout the Level 5 modules evidence based practice is embedded to allow for authentic consolidation of theoretical skills related to evidence based practice that have been previously acquired through the various routes. In particular, the themes of evidence based practice are consolidated within HPHP 5002 Developing Clinical Care, Judgement and Competence in Paramedic Practice but clearly feature heavily in modules focussed on management and care.
The staff are particularly keen on collaboration and research related to contemporary issues for health professions and paramedic science and evaluating our own academic practice. As an example the academic team are involved in research evaluating the collaboration between students studying Paramedic Practice and Midwifery students, and their experiences of learning about pre-hospital childbirth together. This is in addition to action research undertaken as part of any PGCAP study and individual work e.g. Cochrane Reviews. Such research and scholarship underpins subject specialist expertise and feeds into the curriculum, benefitting all students on the programme. Our Ambulance Service NHS Trust partners work closely with local universities to ensure that the research initiatives within the Trusts are supported, and to encourage research into areas that are part of the focus of the Trusts and their Commissioners. Examples of this research are: Out of Hospital Cardiac Arrest Outcomes, understanding patient experiences of out of hours GP services, and Understanding the underlying issues related to high volumes of calls for emergency ambulance support
4. Programme Aims and Outcomes (SET4.1, 4.7, 6.4)
Programme Aims1. Prepare students who are knowledgeable and competent in paramedic practice,
and thus eligible to apply for registration as a paramedic with the Health and Care Professions Council
2. Recognise and value the prior experience and knowledge of students and develop their skills of reflection and self-direction in learning, providing a foundation for lifelong learning
3. Develop knowledge and practical understanding of how techniques of enquiry enable the analysis, interpretation and application of evidence within paramedic practice
4. Provide students with the opportunity to develop critical thinking and problem solving skills which build the ability to make decisions and apply judgement to paramedic practice
8
5. Provide a learning experience which promotes the application of a client/user focus and an interpersonal and collaborative approach to both learning and paramedic practice
6. Facilitate the development of learners as leaders and change agents, able to respond to a changing and dynamic practice environment
7. PCAIPErovide knowledge and skills which are transferrable and enable students to be versatile and adaptable in progressing to and within employment and adopt a proactive future facing approach to practice and service improvement
Programme Outcomes (SET 4.1) The DipHE in Paramedic Practice follows learning outcomes developed with reference to the QAA Benchmark Statements for Paramedic Science, the College of Paramedics and the Standards of Practice for the Health and Care Professions Council, as well as National Occupational Standards relevant to Emergency Care.
Knowledge and Understanding:The programme provides opportunities for you to develop and demonstrate knowledge and understanding of the following:
K1 - The centrality of inter-personal communication and collaborative working as the basis for forming professional relationships with patients / clients, their families and other healthcare staff and servicesK2 - The principles of scientific enquiry and evidence based practice, to develop as a critically reflective practitionerK3 - The principles and concepts of life and social sciences that underpin and inform practiceK4 - Health and disease, including applied anatomy and pathophysiology as it underpins practiceK5 - Theories and models of practice for patient assessment, clinical decision making and management and evaluation of careK6 - Pharmacology and its application in relation to drugs administered by paramedicsK7 - The standards of conduct and performance and the values underpinning legal, ethical and professional practiceK8 - The principles and policies for risk assessment, health protection and for establishing and maintaining a safe environment.K9 - Theories and approaches to clinical leadership and clinical governance within a multi-agency context
Skills and Other Attributes:You will develop the following employability, intellectual and subject specific skills:
S1 - Research and assess subject specific information, principles and concepts, practice guidelinesS2 - Analyse and interpret data and textS3 - Apply knowledge to problem solving within the context of practiceS4 – Reflect on their practice to aid personal and practice development demonstrate self-awarenessS5 - Develop strategic and creative responses in researching solutions to well defined concrete and abstract problems S6 - Demonstrate ability to transfer theoretical and practical knowledge in creating solutions to problemsS7 - Make judgements requiring analysis, interpretation and comparison of optionsS8 - Practise in accordance with recognised professional, legal and ethical frameworks
9
S9 - Practise in a safe and professional manner within the work-place, applying the principles of risk assessment and management, and public protection.S10 - Communicate effectively across the age range and with people with different needs and abilities, to form supportive therapeutic relationships and involve patients/carers in decision makingS11 - Undertake a comprehensive structured patient assessment using a range of assessment tools.S12 - Practise effective role-specific care delivery underpinned by clinical decision making and evidence base for practice S13 - Perform a broad range of clinical scientific or technical proceduresS14 - Work collaboratively with a range of other practitioners and services, leading and advocating for others as appropriate.S15 - Communicate in oral and written forms to perform effectively in the roleS16 - Work as a creative and responsible member of a team, listening and attending to others.S17 - Respond flexibly and positively to changing situationsS18 - Access, select and retrieve information from a variety of sourcesS19 - Set objectives, problem-solve and action plan.S20 - Lead, influence and negotiate, demonstrating assertive, supportive behavioursS21 - Utilise a range of educational technology informatics and IT and develop generic research skills appropriate to independent study and enquiryS22 - Manage own personal and professional development, understanding the obligation to maintain fitness to practise
5. Structure of the Programme (SET 4.4, 5.1, 5.2)
The programme consists of 120 credits of learning at Level 4, and 120 credits of learning at Level 5, with two qualificatory practice units (QPUs) (HPHP9001 and HPHP9003).
You will commence your programme with module HPHP4002 Development of Academic Skills and Reflective Practice. This module is particularly focussed on early academic skills development, and will support you through a series of exercises to gain confidence and competence in using these e-learning technologies. This first module will cover IT network passwords, basic introduction to the virtual learning environment called Blackboard, to webmail, library services and electronic resources (e-books, e-journals, image collections etc.). On-going support will be provided by Personal and Module Tutors, as well as from Library and Student Services (LiSS). HPHP9001 Foundation Skills, Attributes and Dimensions of Pre-Hospital and Emergency Care runs throughout your Level 4 study, and incorporates all your practice placement and assessment during this time.
At Level 5, you will study 5 modules (120 credits) with 1 QPU (also see curriculum map on page 14). HPHP5002 Developing Clinical Care, Judgment and Competence in Paramedic is a 40 credit module which runs for the full length of your Level 5 study. HPHP5010 Preparation for Professional Paramedic Registration and Multi Agency Practice runs through your last two semesters. HPHP9003 Paramedic Skills in Pre Hospital and Emergency Care also runs throughout your Level 5 study, and incorporates all your practice placement and assessment during this time (see section 6.1 on Placement below).
Each Level has a QPU attached. These units house all the practice placements required for your development. Whilst the pass mark for all modules is 40%, the QPUs are assessed on a pass/fail basis. As this award prepares practitioners for a registerable health care award, all modules and QPUs are core, with no condonment of any failed modules.
10
There is integration of theory and practice; your clinical placements allocated enable you to link the theory you are studying within your modules to the clinical care you are involved in, in practice.
Curriculum Map
Level
Module Code
Module Title Credit Points
Core/ Compulsory/ Optional/
Qualificatory
4 HPHP 4002
Development of Academic Skills and Reflective Practice
20 Core
4 HPHP 4004
Fundamental Practice for Pre-Hospital and Emergency Care Assistance
10 Core
4 HPHP 4006
Protection of Clients in Pre-Hospital and Emergency Care Environments
10 Core
4 HPHP 4008
Clinical Knowledge and Skills for Assisting with Pre-Hospital And Emergency Care 1
10 Core
4 HPHP 4010
Clinical Knowledge and Skills for Assisting with Pre-Hospital and Emergency Care 2
10 Core
4 HPHP 4012
Foundations for Decision Making 20 Core
4 HPHP 4014
Occupational, Environmental and Legislative Aspects of Pre Hospital Care
20 Core
4 HPHP 4016
Pre-Hospital and Emergency Care: Developing Evidence Based Practice
20 Core
4 HPHP 9001
Qualificatory Practice Unit: Foundation Skills, Attributes and Dimensions of Pre-Hospital and Emergency Care
N/A Qualificatory
Student may exit at this point with a Certificate HE Pre-Hospital and Emergency Care on successful completion of the modules and QPU above. Students who achieve the academic credits but fail the QPU may be eligible for a CertHE Practice Development.
Level
Module Code
Module Title Credit Points
Core/ Compulsory/ Optional/
Qualificatory
5 HPHP 5002
Developing Clinical Care, Judgement and Competence in Paramedic Practice
40 Core
5 HPHP 5004
Pre Hospital Recognition and Management of Acute Illness and Long Term Conditions
20 Core
5 HPHP 5006
Pre Hospital Care and Management of Trauma and Environmental Emergencies
20 Core
5 HPHP 5008
Pre Hospital Care of Women’s and Children’s Health
20 Core
11
5 HPHP 5010
Preparation for Professional Paramedic Registration and Multi Agency Practice
20 Core
5 HPHP 9003
Qualificatory Practice Unit: Paramedic Skills, Attributes and Dimensions of Pre Hospital and Emergency Care
N/A Qualificatory
Generally, students will undertake the Programme over 2 years’ full time (maximum 6 years). Placements will be planned in Study and Placement blocks, to ensure there is most effective integration of theory and practice. However, given the unpredictability of pre-hospital and emergency care, cases most appropriate to the module being studied will not always be forthcoming during a placement, when placed with a Paramedic Emergency Service. However, other placements will be planned to align as much as possible with the relevant module and also be supported by simulated learning at the appropriate points within the curriculum.
An example of the delivery schedule of the Dip HE programme over a two year period is on the following pages:
12
Day Date Date Date Date DateMon 1Tues 2 1Wed 3 2Thur 4 1 3Fri 5 2 4Sat 1 6 3 1 5Sun 2 7 4 2 6Mon 3 8 5 3 7Tues 4 9 6 4 8Wed 5 10 7 5 9Thur 6 11 8 6 10Fri 7 12 9 7 11Sat 8 13 10 8 12Sun 9 14 11 9 13Mon 10 15 12 10 14Tues 11 16 13 11 15Wed 12 17 14 12 16Thur 13 18 15 13 17Fri 14 19 16 14 18Sat 15 20 17 15 19Sun 16 21 18 16 20Mon 17 22 19 17 21Tues 18 23 20 18 22Wed 19 24 21 19 23Thur 20 25 22 20 24Fri 21 26 23 21 25Sat 22 27 24 22 26Sun 23 28 25 23 27Mon 24 29 26 24 28Tues 25 30 27 25 29Wed 26 31 28 26 30Thur 27 29 27 31Fri 28 30 28Sat 29 29Sun 30 30Mon 31TuesWedThurFri
KEY B/H Bank Holidays
HPHP
Ambulance Placement Weeks Dedicated Student Leave
HPHP4002 VLE
B/H
B/H
Apr-17Placement
Introductory Week
AcademicMay
Academic PlacementB/H
B/H
HPHP4002 VLE
HPHP4004 & HPHP 4008
HPHP4004 & HPHP4008
Non - Ambualnce Placement week
1
HPHP4002 VLE
Academic PlacementJune
HPHP4002 VLE
Ambulance Placement
Weeks 3 & 4
HPHP4002 VLE
JulyAcademic Placement
Ambulance Placement
Weeks 1 & 2Non - Ambulance Placement week
2
HPHP4002 VLE
Ambulance Placement
Weeks 5, 6, 7 & 8
HPHP4002 VLE
HPHP4002 VLE
Summer Leave
Summer Leave
B/H
AugustAcademic Placement
YEAR 1SEM 2E
HPHP4002 & HPHP9001
HPHP4002 & HPHP9001
HPHP4002 & HPHP9001
HPHP 4008 and HPHP9001
2016/17(v.09/16)
Day Date Date Date DateMonTuesWed 1Thur 2Fri 1 3 1Sat 2 4 2Sun 3 1 5 3Mon 4 2 6 4Tues 5 3 7 5Wed 6 4 8 6Thur 7 5 9 7Fri 8 6 10 8Sat 9 7 11 9Sun 10 8 12 10Mon 11 9 13 11Tues 12 10 14 12Wed 13 11 15 13Thur 14 12 16 14Fri 15 13 17 15Sat 16 14 18 16Sun 17 15 19 17Mon 18 16 20 18Tues 19 17 21 19Wed 20 18 22 20Thur 21 19 23 21Fri 22 20 24 22Sat 23 21 25 23Sun 24 22 26 24Mon 25 23 27 25Tues 26 24 28 26Wed 27 25 29 27Thur 28 26 30 28Fri 29 27 29Sat 30 28 30Sun 29 31Mon 30Tues 31WedThurFri
KEY B/H Bank Holidays
HPHP
December
YEAR 1SEM 1
HPHP4006 & HPHP4010
HPHP4006 & HPHP4010
HPHP4006 & HPHP4010
HPHP4014
Non - Ambulance Placement Week
3
Non - Ambulance Placement Week
4
Academic Placement Academic PlacementSep-17 October November
Academic PlacementAcademic Placement
Summer Leave
Ambulance Placement Week
13
Ambulance Placement
Weeks 9,10,11 & 12
HPHP4014
Ambulance Placement Weeks Dedicated Student Leave
HPHP4006 & HPHP4010
HPHP4014
HPHP4014Christmas Leave
Christmas Leave
B/HB/H
14
Day Date Date Date DateMon 1Tues 2Wed 3Thur 4 1 1Fri 5 2 2Sat 6 3 3Sun 7 4 4 1Mon 8 5 5 2Tues 9 6 6 3Wed 10 7 7 4Thur 11 8 8 5Fri 12 9 9 6Sat 13 10 10 7Sun 14 11 11 8Mon 15 12 12 9Tues 16 13 13 10Wed 17 14 14 11Thur 18 15 15 12Fri 19 16 16 13Sat 20 17 17 14Sun 21 18 18 15Mon 22 19 19 16Tues 23 20 20 17Wed 24 21 21 18Thur 25 22 22 19Fri 26 23 23 20Sat 27 24 24 21Sun 28 25 25 22Mon 29 26 26 23Tues 30 27 27 24Wed 31 28 28 25Thur 29 26Fri 30 27Sat 31 28Sun 29Mon 30TuesWedThurFri
KEY B/H Bank Holidays
HPHP
HPHP4012 & HPHP4016
AcademicB/H
Christmas Leave
B/H
B/H
HPHP4012 & HPHP4016
HPHP4012 & HPHP4016
HPHP4012 & HPHP4016
Non - Ambulance Placement Week
5
YEAR 1SEM 2
Jan-18 February March AprilPlacement PlacementAcademicPlacement Academic Placement Academic
HPHP4012 & HPHP4016
Ambulance Placement
Weeks 16, 17 & 18
End of Year 1 Leave
Return to study for Year 2
Ambulance Placement Weeks Dedicated Student Leave
Ambulance Placement
Weeks 14 & 15
HPHP4016
15
Day Date Date Date DateMonTues 1Wed 2 1Thur 3 2Fri 4 1 3Sat 5 2 4Sun 6 3 1 5Mon 7 4 2 6Tues 8 5 3 7Wed 9 6 4 8Thur 10 7 5 9Fri 11 8 6 10Sat 12 9 7 11Sun 13 10 8 12Mon 14 11 9 13Tues 15 12 10 14Wed 16 13 11 15Thur 17 14 12 16Fri 18 15 13 17Sat 19 16 14 18Sun 20 17 15 19Mon 21 18 16 20Tues 22 19 17 21Wed 23 20 18 22Thur 24 21 19 23Fri 25 22 20 24Sat 26 23 21 25Sun 27 24 22 26Mon 28 25 23 27Tues 29 26 24 28Wed 30 27 25 29Thur 31 28 26 30Fri 29 27 31Sat 30 28Sun 29Mon 30Tues 31WedThurFri
KEY B/H Bank Holidays
HPHP
August
HPHP5002 & HPHP9003
HPHP5002 & HPHP9003
B/H
Ambulance Placement Weeks
1, 2, & 3HPHP5002 & HPHP5004
HPHP5004 & HPHP9003
HPHP5004 & HPHP9003
Placement Academic PlacementMay June July
Academic Placement Academic PlacementAcademic
Ambulance Placement Weeks
6, 7 & 8Ambulance
Placement Weeks 4 & 5
Ambulance Placement Weeks Dedicated Student Leave
HPHP5002 & HPHP5004
Non - Ambulance Placement Week
1
Non - Ambulance Placement Week
2
B/H
Summer Leave
B/H
Summer Leave
YEAR 2SEM 2E
16
Day Date Date Date DateMon 1Tues 2Wed 3Thur 4 1Fri 5 2Sat 1 6 3 1Sun 2 7 4 2Mon 3 8 5 3Tues 4 9 6 4Wed 5 10 7 5Thur 6 11 8 6Fri 7 12 9 7Sat 8 13 10 8Sun 9 14 11 9Mon 10 15 12 10Tues 11 16 13 11Wed 12 17 14 12Thur 13 18 15 13Fri 14 19 16 14Sat 15 20 17 15Sun 16 21 18 16Mon 17 22 19 17Tues 18 23 20 18Wed 19 24 21 19Thur 20 25 22 20Fri 21 26 23 21Sat 22 27 24 22Sun 23 28 25 23Mon 24 29 26 24Tues 25 30 27 25Wed 26 31 28 26Thur 27 29 27Fri 28 30 28Sat 29 29Sun 30 30Mon 31TuesWedThurFri
KEY B/H Bank Holidays
HPHP
YEAR 2SEM 1
Sep-18 October November DecemberAcademic Placement Academic Placement Academic Placement Academic Placement
Ambulance Placement Weeks 9, 10, 11, 12 & 13
HPHP5006
HPHP5008
HPHP5008
Summer Leave
Ambulance Placement Weeks Dedicated Student Leave
HPHP5006
HPHP5008
Non - Ambulance Placement Week
3
Non - Ambulance Placement Week
4
Non - Ambulance Placement Week
5HPHP5006
Christmas Leave
Christmas Leave
B/HB/H
17
Day Date Date Date DateMon 1Tues 1 2Wed 2 3Thur 3 4Fri 4 1 1 5Sat 5 2 2 6Sun 6 3 3 7Mon 7 4 4 8Tues 8 5 5 9Wed 9 6 6 10Thur 10 7 7 11Fri 11 8 8 12Sat 12 9 9 13Sun 13 10 10 14Mon 14 11 11 15Tues 15 12 12 16Wed 16 13 13 17Thur 17 14 14 18Fri 18 15 15 19Sat 19 16 16 20Sun 20 17 17 21Mon 21 18 18 22Tues 22 19 19 23Wed 23 20 20 24Thur 24 21 21 25Fri 25 22 22 26Sat 26 23 23 27Sun 27 24 24 28Mon 28 25 25 29Tues 29 26 26 30Wed 30 27 27Thur 31 28 28Fri 29Sat 30Sun 31MonTuesWedThurFri
KEY B/H Bank Holidays
HPHP
Academic
B/H
Christmas Leave
HPHP5002
Ambulance Placement Weeks
14, 15 &16
Ambulance Placement Weeks
17 & 18
HPHP5002 & HPHP5010
HPHP5002 & HPHP5010
YEAR 2SEM 2
Jan-18 February March April
End of Taught Provision
Placement PlacementAcademicPlacement Academic Placement Academic
HPHP5002 & HPHP5010
HPHP5002 & HPHP5010
B/H
Ambulance Placement Weeks Dedicated Student Leave
B/H
HPHP5002 & HPHP5010
HPHP5010
18
6. Programme Teaching and Learning Methods (including learning which is not delivered through face to face lectures)
The programme is founded on the principles of contextual learning. Contextual teaching and learning is based on the idea that meaning and understanding emerges from the relationship between what you learn (content) and how you can apply that knowledge in different practice situations (context). Teaching and learning strategies will therefore engage students in significant activities that help them to connect theory to the context of real-life situations, which leads to meaningful learning. Contextual learning relates not just to theoretical knowledge, but also to the underpinning values, beliefs, ethics and skills, as applied to people of all ages and abilities, recognising differences and diversity within the population. Neuroscience confirms the brain’s need to find meaning, as it tries to give significance to new information by connecting it with existing knowledge and skills. This will help to ensure that you students understand and appreciate the desired end result of your learning, that is, the understanding of the role and requirements to be a safe, effective and competent Paramedic.
Two other concepts that underpin contextual learning within the curriculum are evidence-based practice and reflective practice. Moon (1999, p.63) defines reflective practice as “a set of abilities and skills, to indicate the taking of a critical stance, an orientation to problem solving or state of mind” (1999: 63). You will be introduced to a range of reflective models, application of which can enable you to analyse and evaluate your learning, and make sense of it in terms of informing future practice. Evidence-based practice can be seen is an integral part reflective practice, in that it takes a problem solving approach to practice that integrates a systematic search for and critical appraisal of the most relevant evidence to support practice, also taking into account knowledge gained from your own and others’ expertise and from patient preferences and values (Melnyk and Fineout-Overholt, 2005). You will be encouraged and supported to actively engage in both reflective and evidence-based practice through the nature of the teaching, learning and assessment strategies employed throughout the programme.
Your induction programme and first module will cover IT network passwords, basic introduction to the virtual learning environment called Blackboard, to webmail, library services and electronic resources (ebooks, ejournals, image collections etc). On-going support will be provided by Personal and Module Tutors, as well as from Library and Student Services (LiSS).
A variety of methods and strategies will be used to ensure your development and acquisition of key knowledge and understanding. Service users contribute to teaching and learning within individual modules where this is appropriate. You will be given opportunities to experience flexible and creative approaches to teaching and learning, which foster independence-based learning, such as through a combination of the following:
Online and class based workshop activities Use of virtual electronic learning environment Facilitated discussion and debate Tutorials Guided study and reading Work based learning Reflection on professional practice
The University of Cumbria (as St. Martin’s College) has been facilitating technology enhanced learning (TeL) since 2002. Whilst distance learning has been part of the ethos of a number of universities (for example the Open University) the University of Cumbria’s legacy is one of providing excellent distance learning and flexible learning to specialist and advanced healthcare practice.
In our time developing online learning we have recognised the aspects that students very much value. We recognise that when students attend University they get orientation and a
2016/17(v.09/16)
sense of the time and space within which their studies sit and become familiar with points of contact and build a rapport with these contacts. At the University of Cumbria, we recognise that this is an essential part of online learning as well so we ensure that you are oriented in the online environment as well you would be in the face-to-face environment of the physical University campus. We do this in a number of ways that provide students with the orientation and support they need. This could be video introductions to the VLE within which you will work online, podcasts of the module aim from the tutor’s perspective (rather than dry interpreted learning objectives in isolation) right through to learning support through tutors, planned opportunities to prepare for University study to online chat with learning advisor support.
We recognise that students and mentors work in shift patterns and so have devised a number of providing flexibility within our learning. This could be as simple as providing mentor support via an easily accessible online resource to providing asynchronous opportunities for collaborative learning for example within group discussion boards, wikis and blogs. Equally we are working to ensure that we are mobile ready many students access their online learning through mobile devices.
In addition, we make use of our virtual learning community called Stilwell. Stilwell is a multi-media virtual environment which tells the story of a community and the people who live there. It is a rich and comprehensive resource of video, case studies and other texts, linked through a powerful interwoven structure based on the community itself. Stilwell provides a unique educational opportunity as it is a dynamic environment, where individuals interact with each other and society around them. It has been used extensively by students and staff in a variety of disciplines, including the NHS, social care (paramedics, nurses, social workers, rehabilitation and therapists), local government and the police. It has been used successfully on a range of paramedic programmes over a number of years, and many of the patient stories start from within the context of pre-hospital care.
Resources available to you (SET 3.5 3.8, 3.9, 3.12)Tutorial support is available through a Personal Tutor system as well as through access to module and specialist tutorial support.
Additional support to learning is provided by Library and Student Services (LiSS). As the University is a member of The Society of College, National and University Libraries (SCONUL) Access, students are also able to borrow or use books and journals at other libraries which belong to the scheme: http://www.cumbria.ac.uk/StudentLife/Learning/Resources/UsingtheLibrary/Usingotherlibraries.aspx#Sconul
The university has a range of lifelike mannequins for students to use and engage with via scenario-based work. The university recognises the benefits of high-fidelity scenario role-play and have the equipment necessary to facilitate this. These include mobile mannequins that allow for all aspects of Advanced Life Support (ALS) and trauma management to be performed (throughout the age range) and also a mannequin that can simulate giving birth to a child including the ability to simulate obstetric emergencies. The university ensures it creates environments where a full range of pre-hospital care skills can be practised in an array of settings. In addition, you will have access to well-equipped clinical skills classrooms, either on campus or at partner Ambulance Service NHS Trust venues for undertaking simulated learning in a safe environment. The campus site provides students with access to dedicated clinical areas and the Simulated Learning Ambulance (SLAm). This enables students to practise a full range of pre-hospital care skills in a range of settings. You will also experience a range of practice placements within an appropriate pre-hospital and emergency care organisation or service.
The SLAm is a copy of the inside of a real Mercedes ambulance and enables students to experience realistic situations when learning to answer emergency calls. The SLAm also
20
has the added benefit of having a separate control room. This enables lecturers to simulate an ambulance response centre in conversation with the students, as if they were on a real job. It also provides the opportunity for both staff and students to review situations through recordings, as well as enabling distance learning and web streaming opportunities. Staff can watch the students at a distance and listen to what they say, making the whole experience very life-like for students. This allows students to be placed in a situation that is as close to real life as a Paramedic as a simulation can be. This high-fidelity situation gives us the ability to record and review students learning, helping to integrate with our distance learning student community.
Whenever students are working on clinical skills they are supported in small groups and have access to intensive tutor support, whether on campus, or, via Honorary Lecturer support, on site at partner Ambulance Service NHS Trust venues.
Consent in practical sessions (SET 3.14) Where students participate as patients/clients/service users in practical and clinical teaching situations, your consent will be gained in advance of such participation being expected. The purpose of this consent is to protect privacy and dignity, to ensure awareness of appropriate risk factors and to prevent injury and/or emotional distress (see Appendix A for Information and Consent Form). Consent will be renewed annually. You are strongly encouraged to act as a patient/client/service user in scenarios for the development of skills for your profession. However, you are under no obligation to agree to role play as a patient/client/service user and refusal is not a barrier to your continued eligibility to participate in skill development sessions.
Critical thinking, reflection, formative assessment (SET 4.6, 6.1) The Programme provides opportunities for developing your critical and reflective skills in order to enhance your ability to think autonomously.
Formative assessment is built into all academic modules as well as within practice assessment. It is a requirement that students engage in all formative assessments. Indeed, these are used in a developmental manner, and, as such, are embedded in teaching and learning strategies. For example, the use of a patches within a 40 credit module HPHP5002 Developing Clinical Care Judgement and Competence in Paramedic Practice particularly promotes developmental learning and assessment, and, as such, it is scheduled throughout the entire second year of the programme as a long, thin module. The patch process used provides a format which enables the student time to digest and make sense of their own learning (Winters 2003). It also encourages critical reflection and recognises that learning is a gradual process.
The patches are developed over the level 5 programme and assembled ready for final submission. Spaced throughout the programme, you will write a range of short pieces of work, or “patches”, which require you to personally and critically reflect on aspects of practice. Each patch is complete in itself, but each forms part of an overarching whole (Brunsden, 2005). Following this formative feedback, you are encouraged to reappraise and redraft your patches to reflect your learning from the feedback provided. Gibbs (1999) advocates the notion of formative assessment being a shared experience, with a “social dimension”, arguing that it facilitates students’ ability to make judgements about the quality of work and to take responsibility for their own development and learning, responding to constructive feedback.
There are many other opportunities for group working and collaboration both online and in the classroom and clinical settings throughout the modules being studied. This may include peer assessment opportunities and problems based approaches to learning which can be used to consolidate a number of modules. Problem-based learning (PBL) is a form of student-centred teaching deliberately structured to support development and consolidation of students' theoretical understanding, critical thinking, professional reasoning and team skills. PBL is recognised world-wide for its applicability to health and
21
social science curricula. For example, in one session students’ work in teams under time constraints to decide what information would be most pertinent to give the best response to a number of scenarios involving a range of presentations and then act on it to make a final clinical decision.
Summative assessments are those for which students obtain their module mark. They must be completed or the student does not receive a mark (and may fail the module as a result). You are normally allowed 3 attempts at a summative assignment as per UoC Academic Regulations. However, practice assessment in practice placement is only normally allowed 2 attempts. Following a failed summative assessment of practice, one retrieval period of 4 weeks is allowed to recoup the fail.
6.1 Placement Experience (SET 3.3, 3.8, 4.3, 5.0, 5.7, 5.11)
You will be assessed in practice against the HCPC (2014) Standards of Proficiency (SOP) for Paramedics, and in addition to meeting these standards, which include underpinning values and attitudes to care, you will develop competence in a range of clinical skills that are requirements for the role. Skills will be developed in the safe environment of the classroom, through simulated learning, and assessed through observed structured clinical examinations (OSCEs). You will then have opportunities to develop your knowledge and skills within a range of clinical practice settings (also refer to your Student Placement Handbook for further details).
Placements will be spread evenly throughout the programme, to support contextual learning and integration of theory and practice. All placements will be subject to educational audit. As a student paramedic, you will be supported and assessed in practice against defined standards and skills by a qualified paramedic, who has undertaken preparation for the role of Practice Placement Educator. Your Practice Placement Educator will have online access to the resources that they will need to support you on your placement.
The aim of the clinical practice placements is to provide you with exposure to a variety of relevant learning experiences, across patient journeys within pre-hospital and hospital emergency care. The College of Paramedics (2014) recommendation is for students to achieve exposure in practice equivalent to a minimum of 750 hours each year. Therefore, in each the year of your DipHE programme, you must complete a minimum of 750 hours spent in learning in practice settings which reflect the nature of modern paramedic practice. You will log these hours.
All students will receive mandatory induction to the NHS organisations in which they will be based for their practice placement. We have worked closely with Ambulance Services to ensure that mandatory aspects such as safeguarding, moving and handling, infection prevention and control, and conflict resolution are all built into the programme and placement induction, to the required standard for the service.
Placements undertaken within an Ambulance Service NHS Trust will be mentored and supported predominantly within a Paramedic Emergency Service, although students may also gain experiences from placements during this time, for example, with the following:
Non-Emergency Transport Services Emergency Control Room Rapid Response Service Clinical Leadership, such as Senior Paramedics/Critical Care Paramedics/Advanced
Paramedics Operational management at local level
Experience in other practice environments may be facilitated through the use of a range of appropriate health and social care settings
22
The student practice placement experience will be closely planned and quality assured to ensure each student gets a full range of experience.
The assessment of your knowledge and skills and development of competence in practice is structured through the use of three assessment documents:
Year One Practice Assessment Document (PAD1)
Year Two Practice Assessment Document (PAD2)
Clinical Skills Competency Profile (CSCP) (For Year 1 and Year 2)
These assessment documents have been designed taking into account the following standards and guidelines:
The HCPC (2014) Standards of Proficiency for Paramedics
Quality Assurance Agency (QAA) Benchmark Statement for Healthcare Programmes for Paramedic Science (2016)
The Joint Royal Colleges Ambulance Liaison Committee Clinical Guidelines (2013)
College of Paramedics (2015) Paramedic Curriculum Guidance 3rd Edition Revised
The National Occupational Standards for Emergency Care
The Practice Assessment Documents (PAD) are firmly based on the HCPC (2014) Standards of Proficiency (SOP) for Paramedics, and therefore reflect the broad and specific professional requirements for preparation for the role, which are gathered under 4 dimensions for practice:
Professional Values
Communication and Collaborative Working
Patient Assessment and Care Delivery
Clinical Leadership and Management of Risk
The Clinical Skills Competency Profile (CSCP) identifies the more specific skills that are underpinned by application of the standards of proficiency for paramedic practice. Assessment of these skills will ensure that you progressively develop competence and independence in clinical practice, within a range of practice settings and situations, across the age range. Through application of the standards of proficiency, the Practice Education Facilitator can promote professional conduct and an ethical basis to practice, including the importance of person-centred care, keeping the service user sat the centre of assessment and care delivery decision making wherever possible.
Your practice assessment is qualificatory, that is, it does not contribute to a module mark. Your summative placements MUST be passed in order that you pass the programme. Summative assessment of practice is PASS/FAIL.
Students who fail a placement through non-achievement of practice outcomes in the Practice Assessment Document or clinical skills within the Clinical Skills Competency Profile, as assessed by a named Practice Placement Educator, will be given the opportunity of being re-assessed on failed outcomes or skills on a further four weeks of placement. Students who fail outcomes or skills at re-assessment will normally be
23
immediately discontinued from the programme. This will be done through the immediate implementation of the Module Assessment Board process, via Chair’s action.
A second opportunity to recoup a failed placement may be offered in exceptional circumstances and if the module assessment board is satisfied that there are extenuating circumstances. Students who are discontinued from the programme due to failure to achieve clinical competence, but who have completed and passed the theoretical elements of the programme, will be entitled to receive the academic credits gained during their time on the programme and may be eligible for an exit award.
Further details of your practice assessment are set out in your Student Placement Handbook (SET 3.8).
Support for Students in Practice Placements (SET 5.6):Your initial contact for support is your Practice Placement Educator and your Link Lecturer. If the concern is progress in practice, a link contact or visit will be initiated, and an action plan put in place. If you are within an NHS placement, the NHS Practice Placement Educator link will be informed and involved as necessary in student support. If the concern is pastoral or in relation to the welfare of the student, the Link Lecturer will directly involve the link person to ensure support mechanisms are put in place. The Link Lecturer will also ensure that you are aware of the support mechanisms available within the university. Seconded and supported students will be made aware that, due to the nature of their employment, information regarding their progress or any concerns regarding their welfare may be shared with the relevant personnel within the NHS.
See Section 12 (Frequently Asked Questions), below, for more detail
Fitness to Practise (SET 3.16, 4.5, 6.3)All students are expected to comply with the HCPC (2012) Standards of conduct, performance and ethics and with the UoC Student Code of Conduct.
Professional aspects of practice are introduced at induction and within the modules you will study and are integral to the assessment procedures in both the educational and practice placement settings.
The importance of fitness to practise and the professional aspects of practice and what it means to you is embedded into the curriculum. The final last module you will study HPHP 5010: Preparation for Professional Paramedic Registration and Multi Agency Practice has a particular focus on preparation for professional practice.
The University has developed a well-established Fitness to Practise Policy for undergraduate health professions which is aligned to the HCPC Standards and the Student Codes of Conduct. You will be expected to read, familiarise yourself and adhere to the requirements for professional behaviour and attitude at all times in university, clinical practice settings and in your personal/public life. Sickness and absence is closely monitored in both university and placement and referral made to occupational health if there any particular concerns.
If there is a concern about student conduct, within an academic or placement setting, the university policies and processes of progress review and adjudication will be initiated. As students on this programme are employees of Ambulance Service NHS Trusts, the relevant Trust link person would also be informed.
At the end of the programme a statement of good health and good character is provided by the professional lead for the programme. At the point of application for registration with the HCPC on completion of the programme, a declaration of good health and good character may be withheld if there are any unresolved professional issues.
24
HCPC Character StandardsHCPC Health StandardsHCPC Standards of conduct, performance and ethics
6.2 Inter-Professional Learning (SET 4.9)The Centre for Advancement of Interprofessional Education (CAIPE) (2002) describes interprofessional education as occurring when “two or more professions learn with, from and about each other to improve collaboration and the quality of care". CAIPE uses the term "interprofessional education" (IPE) to include all such learning in academic and work based settings before and after qualification, adopting an inclusive view of the term “professional".
The DipHE programme provides opportunities for shared learning in some of its modules, with other staff working in pre-hospital, urgent or emergency care environments; and whilst on Placement. This will provide opportunities to encourage the development of interprofessional values and perspectives, and to support the ethos of collaborative working, which is so important within emergency care practice. Interprofessional working within the academic learning environment (both real and virtual) always includes paramedic specific opportunities for consolidation.
6.3 Library & Student Services (LiSS)Library and Student Services (LiSS) supports your learning, teaching and research needs by providing pro-active, academically focused services, innovative learning spaces and modern facilities. LiSS is responsible for libraries, information advice and guidance, careers guidance and employability, enhancement and information, academic skills development, student health and wellbeing, disability services and student development. For more details please refer to www.cumbria.ac.uk/liss.
6.4 IT Support You can access IT support by contacting the IT Helpdesk by phone on ext 8888 (01228 88 8888 off campus) or by emailing [email protected]. There are phones available for you to contact the Service Desk at LISS service points across the campuses. The Service Desk opening hours during term time are 8.30am-6pm Monday to Thursday and 8.30am-5pm on Friday. If you call out of hours you will be able to leave a message or you can send an email, for your incident to be actioned the next working day.
6.5 Personal Development Planning (SET 3.10)You have full access to all University Learning, Information and Student Services (LiSS) facilities; careers and employability, financial help, counselling, health and wellbeing, support for disabled students and those with specific learning requirements and taught sessions to develop a high level of information fluency, digital skills and academic skills.
You will have embedded skills interventions as part of their induction experience and beyond. Typically the interventions have taken the form of workshops but equivalent online input could be chosen through liaison. Embedded induction input will cover IT network passwords, basic intro to Blackboard, Pebblepad and webmail, library services and electronic resources (ebooks, ejournals, image collections etc). On-going support will be provided by Personal and Module tutors, as well as from LISS, to ensure students gain confidence and competence in use of e-technologies, especially Blackboard and Pebblepad. In addition, the first module HPHP 4002 Development of Academic Skills and Reflective Practice will support students through a series of exercises to gain knowledge and skills in using these e-learning technologies.
You can access individual support from LiSS via email guidance and by face to face advice throughout their student journey. Further LiSS learning and skills development
25
workshops may be requested by tutors or directly by participants. These sessions focus on a range of skills including; preparing for the online TDA skills tests, using smartboards, planning for dissertations and introducing the requirements of academic research and writing at Masters level.
In addition, participants will have access to online tutorials and the skills@cumbria support area on Blackboard and on the LISS website: http://www.cumbria.ac.uk/SkillsatCumbria/.
Module leaders will collaborate with LiSS learning advisers to ensure reading lists are current and that ebooks and electronic journal titles have been considered. Reading lists will be made available to LiSS Learning advisers who will transform them into interactive electronic lists using the Talislist tool. The finished lists will be made available on an open access basis (for prospective participants) from the LISS website (and other appropriate platforms).
Students will be provided with pre-programme information, so that they can prepare for their studies, and Blackboard, our virtual learning environment, will be used as the main vehicle for communication.
You can seek guidance from the University’s Careers and Employability Advisers who can help with skills profiles, applications and CV writing, interview preparation, job seeking skills and career planning. Check www.cumbria.ac.uk/careers for more details.
7. Programme Assessment Strategy
Summative Assessment Summative assessment is the process of evaluating (and grading) your learning of students at a point in time.
Formative Assessment Formative assessment is designed to help you learn more effectively by giving you feedback on your performance and how it can be improved and sustained.
Diagnostic Assessment Diagnostic assessment is the process of evaluating the ability and preparedness for a programme or module of study, identifying possible learning problems.
Feedback on Assessment Feedback on your assessment (and/or vocational elements of study), may take place in several ways, for example:
In class – as a group On a one to one basis with your module/programme leader Written and audio feedback on assignments Feedback from work based learning supervisors or mentors Feedback from patients, clients, pupils Through formative assessment embedded within your programme
ReferencingFor more details about referencing, please refer to: http://my.cumbria.ac.uk/StudentLife/Learning/Resources/Referencing.aspx
To access the interactive electronic edition of ‘Cite them right: the essential referencing guide’ go to Skills@Cumbria on the University’s Blackboard site accessible here. This publication primarily covers the Harvard style but also includes overviews and examples of all the referencing styles used at the university. The library subject resources pages also provide advice for the referencing style used for your subject.
26
Academic Malpractice
The majority of students are hard-working and honest and understand the meaning of academic integrity. However, some students do not and sometimes cheat, for many reasons and in varying ways.
The University adopts a firm position on academic malpractice (cheating) of any kind, which can include: cheating in exams; plagiarism (i.e. use of someone else’s work and trying to pass it off as your own); collusion (e.g. working with other students inappropriately in the submission of work); fabrication and falsification; and impersonation. Penalties for academic malpractice may affect your reassessment opportunities and can, in some cases, mean that you will be required to leave the University without any award. The malpractice procedures shall operate on two levels in accordance with whether it is deemed that major or minor procedures should apply.
Full detail on the academic malpractice procedures can be found here.
8. Evaluation of the programme (SET 3.2, 3.3)
Quality is managed within the programme through several mechanisms. These include:
Student Feedback Staff analysis and tutor evaluation External Examining Partner (NHS Trusts) quality assurance meetings and report mechanisms Annual monitoring approved programme AER, programme level and module evaluation external examiner
Student feedback about the programme is accessed via a number of sources:
Module Surveys Staff /Student Forums Departmental Quality Committee Informal discussion with tutors and programme leaders Placement evaluation
Staff/Student forums are currently held two/three times a year. Programme Leaders, student reps, programme and module leaders are present at the forum. The forum provides opportunities for students to provide feedback and action accordingly. Minutes are provided for the student body to view through the Virtual Learning Environment: Blackboard. Blackboard also has a designated ‘tab’ where students can pose issues they encounter when they are not in an ‘academic block’. In the past, issues such as timetabling, feedback and resources have been raised and ‘actioned’ successfully
The University and programme team are committed to continually evaluating, monitoring and enhancing the programme and take pride in being responsive to student feedback. The programme team ensure analysis of modules is embedded within the programme to inform quality assurance. An essential part of the process, and a mechanism that students are encouraged to be involved in, is Module Evaluation. At the end of each module, students are invited to complete an evaluation. These are fed into the Annual Evaluatory Review (AER) process and so help ensure student input informs enhancements to the quality of provision.
The University of Cumbria has an External Examiner process, whereby an individual examines materials including student work, feedback and exams and attends the Module Assessment Board. The external examiner has received training and mentoring for this
27
position and will provide an annual report. The University’s process for appointment of the External Examiner requires the person to be also compliant with HCPC requirements.
All of these sources contribute to the AER that is presented to;
Head of Department Students through Blackboard Staff and students through the Staff/Student Forum and Departmental Quality
Committees
Issues and good practice are then identified in the Departmental AER. The AER also includes feedback from key stakeholders and partners. AERs and Programme action plans are discussed at Departmental Quality Committees and strategic issues taken forward to University-level Academic Quality and Standards Committee.
9. Personal Development & Employability on your programme
Your Employability SkillsBy studying the DipHE Paramedic Practice, you will not only be gaining extensive theoretical knowledge of your chosen topic of study, you will also be developing a range of relevant transferrable skills which you can use to gain work during and after your degree. These skills include:
Employability Skills:You will develop the following employability skills:
1. Communicate in oral and written forms to perform effectively in the role2. Work as a creative and responsible member of a team, listening and attending to
others.3. Time manage in accordance to preparation and planning for work.4. Manage own personal and professional development understanding the obligation
to maintain fitness to practise.5. Respond flexibly and positively to changing situations.6. Access, select and retrieve information from a variety of sources.7. Set objectives, problem solve and action plan.8. Lead, influence and negotiate, demonstrating assertive, supportive behaviours9. Utilise a range of educational technology informatics and IT and develop generic
research skills appropriate to independent study and enquiry.10. Present presentations to an audience.
What we expect from you
The programme you are undertaking holds professional approval with the HCPC and it is expected that you comply to the professional standards the HCPC stipulate for students. Visit http://hpc-uk.org/publications/brochures/index.asp?id=219
There is requirement for 100% attendance for this programme and it is expected that you fully engage with the employability aspects of your programme.
There are a number of opportunities open to you both through your programme and across the University, it’s up to you to use those opportunities to ensure you can stand out to future employers [or investors].
Take part in additional activities and opportunities offered to you as part of your University of Cumbria Experience including schemes such as Career Ahead and PASS Leaders.
28
Speak to your tutor or contact the Careers and Employability Team to find out more about how you can stand out from the crowd. Visit: http://my.cumbria.ac.uk/StudentLife/Support/Careers/Home.aspx to find out more about the range of opportunities available.
UCSU are also able to help you find a relevant volunteering opportunity, complementing your studies and gaining additional extra-curricular experience. Register online as a volunteer with UCSU at www.ucsu.me / v olunteering to view volunteering and training opportunities, enabling you to develop your skills, gain additional experience and help you stand out from the crowd.
Although the programme will give you all the tools you need to prepare for the world of work and become an employable graduate, it is up to you to take responsibility for your personal and professional development. To which a crucial tool you will develop is reflection and it is expected that you routinely reflect on your performance and identify areas for improvement.
In order to continuously improve your academic skills and become a more successful learner make use of the materials available at: http://my.cumbria.ac.uk/StudentLife/Learning/Resources/Home.aspxYou can seek guidance from the University’s Careers and Employability Advisers who can help with skills profiles, applications and CV writing, interview preparation, job seeking skills and career planning
10.Support available to you (SET 6.7, 6.8, 6.9, 6.10, 6.11)
A Personal Tutor will be allocated to you at the start of the programme and it will be their role to monitor your progress and provide support and advice on your studies. You can speak to your personal tutor about your academic development, or about any issues hampering your study, and they can direct you to appropriate support through the University’s student support services. You should make contact with your Personal Tutor within a month of starting your studies.
Please ensure that you check your student email account regularly as this is how information is communicated to you and is also the mechanism by which confirmed module results and reassessments information are.
Please refer to the Student Handbook, located on our website: http://hub.cumbria.ac.uk Student H ub – using the “Student Services” tab. The Studen t Handbook has a wealth of information including the following:
Assignment S u bmission Extenu a ting C i rcumstances Malpractice and Confide n tiality Policy Marking and M o d eration Stude n t Absence Student Code of C o n duct and Adjudication Student Se r vices External Exa m iners LiS S
Information regarding attendance can be found in Section D5 of the Acad e mic Regulations.
Students’ Union - From monitoring the quality of your programme as a Student Academic Rep, to running your own sports/interest group, to setting up a society or
29
looking for opportunities to have fun and unwind or to add something to your Professional profile, the Students’ Union offers a wide variety of opportunities that you can get involved in! For more info, please visit www. u csu.me or drop into one of our offices in Carlisle and Lancaster. For more details please refer to: http://www.cumbria.ac.uk/student-life/students-union/
Library and Student Services (LiSS) supports your learning, teaching and research needs by providing pro-active, academically focused services, innovative learning spaces and modern facilities. LiSS is responsible for libraries, information advice and guidance, careers guidance and employability, learning enhancement, academic skills development, student psychological wellbeing, disability services and student development. LiSS can also advise students regarding finance worries and hardship funds and can provide advice on student facing policies such as complaints procedures and the Student Progress Review process. Students can also obtain impartial advice from the Students’ Union on complaints and other procedures. The Students’ Union can also support students through appeals, complaints and adjudication. For more details, please refer to:
Student Services Libraries and learning
Skills@CumbriaSubject library resources Psychological Wellbeing ServiceCareers Service: Disability and SpLD Money DoctorsStudent policies:
Access university support and facilities easily and quickly via our help is at hand
search.
11. Attendance (SET 3.15)Information regarding attendance whilst a student at the University can be found in Section D5 of the Academic Regulations:
http://www.cumbria.ac.uk/Public/AQS/Documents/AcademicRegulations/AcRegs.pdf
Information regarding sickness reporting whilst a student at the university can be found at:
http://www.cumbria.ac.uk/Courses/SubjectAreas/HealthWellbeing/LearningInPractice/PlacementLearningUnit/SicknessAndAbsence.aspx
You are expected to meet a 100% attendance requirement across all aspects of the programme. Therefore, this means that you are expected to have 100% attendance to each of the following aspects:
Academic blocks (this is where face-to-face teaching is taught).
Online learning (this comprises of fully engaging in online discussion and completing and submitting any tasks/work set by the programme team).
Practice Placement (100% attendance equates to the minimum number of hours set at 750).
A register of your attendance to each of these aspects of the programme will be kept and failure to attend all sessions could affect not only your final mark on completion,
30
but may also mean that you fail to complete the attendance required of you which is mandatory. If absence is unavoidable, you should notify your Personal Tutor or the Programme Leader, who will discuss with you how this absence should be managed.In order to manage the consequences of missed academic work identify generally the missed Learning Outcomes will be identified and the additional study to mitigate this will be put in place with tutorial support where appropriate. Practice hours will be logged and you will be supported to make up time lost in negotiation with practice placement within 4 weeks of the end of the programme. Refer to the Attendance Section within your Student Placement Handbook for details of what to do if you are sick or need to report an absence from practice.
More than 3 absences will result in you been contacted by your personal tutor to discuss this further and will trigger a student progress review and enter you onto a learning contract. This is a joint agreement between you, your personal tutor and your Programme Leader. The aim of this agreement is to assist you in achieving your academic and/or practice placement goals. The university is aware that occasionally students find themselves in positions that maybe out of their control, which may affect their ability to progress on the programme. Therefore, this agreement sets out an action plan to assist you in achieving all requirements of the course.
12. GLOSSARY OF TERMS
Abbreviations:CSCP: Clinical Skills Competency Profile
DBS: Disclosure and Barring Service
DipHE: Diploma of Higher Education
HCPC: Health and Care Professions Council
PAD: Practice Assessment Document
PLU: Placement Learning Unit
QPU: Qualificatory Practice Unit
SoP: Standards of Proficiency
UoC: University of Cumbria
Terms:Academic Regulations: The regulations which govern all academic provision at the University.
Action Plan: A document that lists steps to be taken to achieve a specific goal. Its purpose is to clarify what resources, support and efforts are required from you and persons involved to reach the goal and formulate a timeline.
Assessment: This is the means by which you are judged on and receive an outcome for a skill or Learning Outcome you have performed.
Clinical Skills Competency Profile: This document contains specific clinical skills that you need to develop and demonstrate during the clinical practice placement. It must be completed with successful achievement as it contains standards set by the Health and Care Professions Council’s (2014) standards of proficiency.
31
Concerns of Practice: Whilst placed in any area of your practice placements (Ambulance, Hospital, Operating theatres, Nursing home etc.) if you observes or are involved in any form of practice which causes you concern, due to detrimental effects upon yourself, colleagues or service users, then you must highlight this appropriately.
Disclosure and Barring Service: This came into force on 1 December 2012 following the merger of the Criminal Records Bureau (CRB) and the ISA (Individual Safeguarding Authority). The primary role of the Disclosure and Barring Service (DBS) is to help employers or organizations make safer recruitment decisions and prevent unsuitable people from working with vulnerable groups including children through its criminal record checking and barring functions. There are two levels of DBS check; enhanced and standard.
Fitness to Practise: To ensure you are appropriately prepared for entry to the profession; that you have the skills, knowledge, character and health to do your job safely and effectively, have developed, and continue to maintain, professional attitudes and clearly understand and demonstrate professional behaviour.
Link Lecturer: Designated Academic member of staff responsible for liaising with you, Practice Placement Educators and NHS trusts regarding any aspects/issues/concerns associated with practice placements.
Learning Outcome: Learning outcomes are statements that describe what you will be able to do as a result of learning.
Personal Tutor: Designated academic member of staff responsible for student support and is the university contact point for the student.
Placement Handbook: This is this document. It outlines the basis and provides guidance for all practice placements which you will participate in during the course of the programme.
Placement learning unit (PLU): This is the area within the university that is responsible for organising allocation of student placements. The Faculty Placement Learning Unit (PLU) is a dedicated Unit with a team of Administrators, which provides support for practice placement related learning within the Faculty of Health & Science. An overview of some of the PLU functions:
Quality Assurance: o Placement Audits, o Private, Voluntary & Independent Sector Mentor/Educator Database, o Placement Evaluations, o Maintaining student training transcripts/records
Co-ordinating monthly Mentor/Educator Updates across our Partnership Trusts Uniform Co-ordination Student Placement Allocations Student Sickness & Absence Monitoring & Recording
Practice Assessment Document: The aim of this document is to identify the skills, attributes and professional behaviour you need to develop and demonstrate during your clinical practice placement. This document must be completed with successful achievement of the Health and Care Professions Council’s (2014) standards of proficiency.
Placement Education Facilitator: The role of the PEFs is to ensure the provision of high quality multi-professional learning environments for all healthcare students this includes in NHS settings and in the private, voluntary and independent sector.
Aspects of the PEF role include:
32
Supporting learning and assessment in practice Quality Assurance of placements Promotion of inter-professional learning opportunities Management of placement capacity and capability Ensuring Provision of mentor updates Provision of in-house mentor Training Programmes. Provision of mentor and student support
Practice Placement Educator: This person is also commonly referred to as ‘Mentor’ and is a qualified, registered paramedic, who has post registration experience, and has undertaken further education to prepare them for the role of mentorship. This person will be your lead mentor throughout the Ambulance placements.
Principal Lecturer: Has academic oversight over a number of Programmes within a Department. For this Programme, this is currently Ian Corrie ([email protected]).
Programme Leader: The person who has the overall professional responsibility for a programme. This is currently Stewart Ralph ([email protected]).
Qualificatory Practice Unit: An assessed area of the programme that is not graded but MUST be passed.
Registered Practitioner: A person working within the Medical, Health or Social care setting who is governed by a registering body (i.e. HCPC, NMC, GMC)
Service User: Anyone who is a patient or other user of health and/or social services.
Student Passport: An A5 document carried by the student which contains important information for the mentor or supervising clinician. Information includes student personal identification information and current skill level.
Supernumerary: This terms means that students shall not, as part of course preparation, be used as an employee by any person or body to provide care. Therefore, supernumerary means that you are additional to the workforce requirement and staffing figures. It does not mean that you are purely observing. To develop the required skills and achieve the identified learning outcomes, you must participate in activities under the direct or indirect supervision of the practice assessor.
Webfolio: A webfolio is an evidence-based website, used to present relevant information and links to resources for a specific purpose.
33
13 Frequently Asked Questions
1. What is intercalation?Intercalation is a suspension of studies for a temporary period. It is strongly advised that you contact your personal supervisor if you are considering this route.
2. What do I do if I am sick and can’t attend (academic sessions or placement)?It is essential that you inform the necessary parties when you are unable to attend. Your Sickness & Absence record is used to ensure you have done sufficient hours to complete your course in relation to the professional body’s requirements e.g. the Health Care Professional Council. If you have any sickness or absence for any reason it MUST be promptly reported to the University, your NHS Ambulance Trust Line Manager and the Placement Learning Unit (if the sickness or absence occurs whilst on placement). Sickness and absence is closely monitored in both university and employer. Any concerns about attendance will be shared between your employers. Failure to comply fully with the Sickness/Absence Policy, e.g. by not informing the, University or your employer or the placement learning unit of an absence, will result in the absence being recorded as Unauthorised (see Student Sickness and Absence Policy). See page 30-31 of the Placement Handbook for further details.
3. Who do I inform if there is a change to my health status?Good health means that you must be capable of safe and effective practice without supervision. It does not mean the absence of any disability or health condition. Many disabled people and those with health conditions are able to practise with or without adjustments to support their practice. The health and wellbeing of students can impact on the safety and wellbeing of service users and other healthcare professionals. Therefore, if there are any changes/concerns related to your health and wellbeing then these must be dealt with using your Trust’s occupational health service. This information will be kept confidential unless concerns are raised in relation to fitness to practise. If concerns are raised then this will be considered through a Progress Review. Reasonable adjustments to allow disabled students to engage in the course are considered at the point of admission and then during the course, as appropriate. It is noted, however, that there are certain requirements in relation to the successful completion of the course, and demands of the course, which may preclude some disabilities from attainment. All such cases are documented and scrutinised prior to a decision being undertaken, and internal and external specialist advice sought prior to decision-making. Please access the university’s Fitness to Practise Policy and Procedure for further information. http://www.cumbria.ac.uk/Courses/SubjectAreas/HealthWellbeing/LearningInPractice/PlacementLearningUnit/PoliciesAndProcedures.aspx
4. Who do I inform if there is a change to my DBS status?The University of Cumbria’s Policy & Procedure on Disclosure and Barring Service Checks sets out the way in which declarations of a criminal record will be handled, and that possession of a criminal record will not automatically be a barrier to training. It is your responsibility as an employee of the Ambulance Service NHS Trust you are employed by to inform them, also. For further information, see the flowchart in Appendix B.
5. What do I do if I have concerns for practice observed whilst on placement?In the first instance we expect you, as part of your development in exercising your professional role, to raise these concerns with your Practice Placement Educator. However, the University recognises that you may not always be able to do this and
34
on occasion may find the issue although raised, be unresolved. In this instance you should raise concern(s) with the Link Lecturer, Personal Tutor or other suitable member of Academic staff. See page 27 of the Placement Handbook for further details.
6. What is a personal tutor?A personal tutor is a member of staff (normally academic), who is assigned to you at the start of your studies, to provide individual guidance, with a focus on academic and personal development and progression on your overall programme of study. It is regarded as a pro-active academic role designed to raise achievement and maximise your potential. Personal Tutors may be a Lecturer, Senior Lecturer, Principal Lecturer or Professor. Your Personal Tutor will monitor your progress and provide support and advice on your studies. All individual students are entitled to contact with their personal tutor involving at least 1 hour in total during an academic year (via telephone, skype or face-to-face). For further information please see the ‘Personal Tutor Policy’ accessible via the University website:http://staff.cumbria.ac.uk/Internal/AQD/Documents/Policies/PersonalTutoring.pdf
7. What do I contact my personal tutor for?You should make contact with your Personal Tutor within a month of starting your studies. If you have an academic or personal (non-academic) issue you may wish to discuss these with your Personal Tutor.
8. What is meant by attendance?You are expected to meet a 100% attendance requirement. Attendance includes attendance to face-to-face sessions. It is important to note that attendance also includes engagement with your online learning and group discussion boards. Attendance (inclusive of engagement online) will be monitored and failure to attend all sessions could affect not only your final mark on completion, but may also mean that you fail to complete the attendance required of you by the HCPC. If absence is unavoidable, you should notify your Personal Tutor or the Programme Leader, who will discuss with you how this absence should be managed.
9. What do I do and who do I contact if I can’t meet the assignment deadlines?In these circumstances you will need to contact the module leader to request an extension. Authorised extensions to submissions may be agreed for valid reasons. You must submit a fully completed extension form; extension forms are available from the Course Information Point (CIP). An extension may be given for up to 2 weeks (14 days including 10 working days). No penalty will be applied to the mark, provided the work is submitted to the re-negotiated deadline.
35
APPENDIX A
Consent to Participate in Simulated Learning and Skills Development Sessions, including use of Role Play - Guidelines for good practice:
IntroductionWhere students participate as patients/clients/service users in practical and clinical teaching situations, their consent must be gained in advance of such participation being expected. The purpose of this consent is to protect privacy and dignity, to ensure awareness of appropriate risk factors and to prevent injury and/or emotional distress.
Student Consent All students must give annual consent prior to undertaking any activities that may impact
on their own health and wellbeing and safety or the health and wellbeing and safety of others.
Consent forms should be kept in the individual student's personal file. All measures to reduce risk to students must be in place and students must be empowered
to make decisions regarding the risks involved in practical activities. Students are not required to disclose disabilities/health problems, but are strongly
recommended to do so at an early stage so that they can begin to take responsibility for their own health and safety.
Students must be informed of the importance of being responsible for their own health and safety and that of others and understand their responsibility to inform staff of any change in their health and safety status which may impact on their ability to participate in practical situations.
Students are strongly encouraged to act as a patient/client/service user in scenarios for the development of skills for their profession. However, students are under no obligation to agree to role play as a patient/client/service user and refusal is not a barrier to their continued eligibility to participate in skill development sessions.
All staff and students should conduct practical skills development sessions with due regard for privacy and dignity, taking into account; age, gender, religion, beliefs, disability and sexual orientation.
Students who require modification and/or reasonable adjustment / additional support in order to successfully complete and participate in practical sessions are strongly recommended to agree to disclosure of same.
Additional support (SET 3.2)
Students may require additional support and/or reasonable adjustment when taking part in sessions relating to development of professional skills, e.g. health conditions, physical or learning disabilities.
Advice and support should be put in place, with reference to university student support services.
The Personal Tutor should ensure that any reasonable adjustments/modification of practice is agreed with the student prior to engagement in practical skills sessions and this agreement should be recorded in a learning contract.
Students who feel that they are unable to participate in practical skills sessions due to religion or cultural beliefs should discuss this with their Personal Tutor so that reasonable alternative strategies can be planned. These should be recorded in a learning contract and reviewed at regular intervals.
If a student is unable to take part in aspects of skill development or unable to participate for specific techniques, this should be recorded. A learning contract will be set up which sets out the arrangements for supporting the student's alternative involvement in skill development sessions.
This information should be communicated to relevant staff in a manner discussed with and approved by the student.
36
Student Consent to Participate in Simulated Learning and Skills Development Sessions, including Use of Role Play
I understand the range of practical activities that will be included and I agree to participate in practical sessions.
I understand that apart from any health issues that I have disclosed I am, at present, in good health as required to undertake the session.
I understand that it is my responsibility to inform my Personal Tutor of any change in health status occurring since completion of this consent form, which may impact on my ability to participate in skills development. I am aware that the University cannot be liable if I have failed to declare such a change in health status.
I understand that it is my responsibility to inform the University of any disability or condition that might impact on my participation in classes/clinical placements. I understand that the University cannot be held liable where I have failed to provide this information.
I understand that it is my responsibility to ensure I have undertaken any self-directed study required prior to undertaking any practical procedure. I also undertake to question any aspects of the knowledge base or procedure if I am uncertain.
I understand that it is my responsibility to be aware of the precautions and contraindications for each of the practical skills.
I understand that it is my responsibility to inform the staff member who is facilitating the session if I feel unable to undertake any of the skills for whatever reason. Should this occur I will discuss this with the member of staff and we will record the information. If appropriate we will construct and agree a learning contract to guide my future participation in professional skills development.
I understand that I may only undertake those skills which I have been instructed to do in the session.
I understand that it is my responsibility to inform the person acting as the practitioner should I feel any untoward symptoms during the session. I acknowledge that it is the responsibility of the person acting as the practitioner to stop the procedure immediately should I indicate such symptoms or request the procedure to be stopped. I also understand that any such event will be followed up by a member of staff who will ensure appropriate action is taken and recorded.
Where additional support/consideration is required for me to develop my professional skills, I understand that I am required to negotiate a learning contract with an appropriate member of staff which will document the adjustments required.
I understand that any special support needs may need to be discussed with placement providers. I am aware that I may refuse permission to disclose information to placement providers by signing a non-disclosure form.
I have read and understood the above and I am willing and able to take part in professional skills development in my undergraduate programme.
Signature of student Date
Student name and number
Programme of Study / Year
N.B. The above must be completed each year and stored in the student's personal file
APPENDIX BDISCLOSURE AND BARRING SERVICE (DBS)
37
Each potential student must have a DBS clearance check prior to programme selection
38
DBS check conducted, organised by the Ambulance Service NHS Trust
Outcome of DBS checks reported
Were there any positive findings?
No
Student is suitable for selection onto programme
Yes
In conjunction with the Ambulance Service NHS Trust, the UoC programme team to discuss specific issues with
the Faculty DBS representative
If there is an issue which would prevent the student obtaining HCPC registration, a discussion with the
placement provider may be required
Yes
Final decision on suitability for programme is made by the UoC programme team No Student is not suitable
Student is suitable for selection onto programme
