GLASGOW CALEDONIAN UNIVERSITY
ENHANCEMENT LED INTERNAL SUBJECT REVIEW
SCHOOL OF HEALTH AND SOCIAL CARE
MARCH 2009
Contents Page
EnhancementLed Internal Subject Review(ELISR) OverarchingReport 1
ELISR Outcomes 2
Appendix1 6
ELISR PanelMe...
1
SCHOOL OF HEALTH AND SOCIAL CARE
ENHANCEMENT LED INTERNAL SUBJECT REVIEW –OVERARCHING REPORT
25, 26 & 27 March 2009
Intr...
2
The School of Health and Social Care was created in August 2002 and is
responsible for the University’s provision within...
3
On reviewing the deliberate steps taken by the School to enhance the student
experience the Panel found that:
 The scho...
4
 The School may also wish to consider how it utilises the expertise of Health
Service staff to support the delivery of ...
5
suitable method to disseminate final outcomes of projects to ensure staff are
fully conversant with the potential benefi...
Appendix 1
6
ENHANCEMENT LED INTERNAL SUBJECT
REVIEW
25 – 27 MARCH 2009
Panel Membership
Dr Andrew Eadie Chair
Director of...
Appendix 1
7
Learner Support
Glasgow Caledonian University
Ms Jenny Malcolm Secretary
Assistant Director of Quality
Qualit...
Appendix 2
8
SCHOOL OF HEALTH AND SOCIAL CARE
ENHANCEMENT LED INTERNAL SUBJECT REVIEW
JOINT GCU/HPC/SSSC PROGRAMME APPROVA...
Appendix 2
9
Process
Meetings were held with the School Management Team and senior
representatives from each Programme in ...
Appendix 2
10
 Personal Learning Audits
 Credit rating of modules
 Appropriateness of syllabus and curriculum
 Resourc...
Appendix 2
11
Appendix 2d BA (Hons) Social Work
BA (Hons) Social Work (part-time employment based route)
MSc/PgDip Social ...
Appendix 2
12
2. that a statement on the School proposals for ongoing r sourcing of the
Programmes be provided; this shoul...
Appendix 2
13
1. That further opportunities to optimise the inter professional learning for part-
time students be conside...
Appendix 2a
14
GLASGOW CALEDONIANUNIVERSITY(GCU)
HEALTH PROFESSIONS COUNCIL(HPC)
SCOTTISH SOCIAL SERVICES COUNCIL (SSSC)
M...
Appendix 2a
15
Northampton, Centre for Healthcare Education
Mrs Jacqui Potter
Subject Head
University of East London
Physi...
Appendix 2a
16
Prof Karen Harrison
Head of Department
Coventry University
Physiotherapy
Mr Anthony Power
Senior specialist...
Appendix 2b
17
BSc (Hons) Occupational Therapy
BSc (Hons) Occupational Therapy (Work Practice)
BSc (Hons) Occupational The...
Appendix 2b
18
Health and Social Care and HSCO263 Inclusive Environments for
Occupational Performance.
2. That a school-wi...
Appendix 2b
19
HSCO261 Occupational Therapy Theories and
Approaches
2 20
HSCO262 PE2: Understanding Occupational
Therapy i...
Appendix 2b
20
HSCOM63 Occupational in Health and Social Care M 15
HSCO391 PE2: Investigating Practice Interventions 3 40
...
Appendix 2c
21
BSc (Hons) Physiotherapy
MSc Physiotherapy (pre-registration)
CONCLUSIONS, REQUIREMENTS AND RECOMMENDATIONS...
Appendix 2c
22
2. The ongoing efforts to give the students a ‘profession’ identity from the outset
of the programmes (part...
Appendix 2c
23
HSCT264 Neuro-rehabilitation SHE2 20
HSCT265 Practice Education 1 SHE2 10
HSCT361 Practice Education 2 SHE3...
Appendix 2c
24
HSCRM66 Neurorehabilitation SHEM 30
HSCRM67 Neuromusculoskeletal 2 SHEM 15
HSCRM68 Practice Education 2+3 S...
Appendix 2d
25
BA (Hons) Social Work
BA (Hons) Social Work (part-time, employment based route)
MSc/PgDip Social Work
CONCL...
Appendix 2d
26
3. That further opportunities to optimise the inter professional learning for part-
time students be consid...
Appendix 2d
27
HSCW264 Social Work Skills 2 20
HSCW265 Risk and Protection 2 20
HSCW317 Supervised Direct Practice 1 3 40
...
Appendix 2e
28
BSc (Hons) Podiatry
CONCLUSIONS, REQUIREMENTS AND RECOMMENDATIONS
Following consideration of Programme Re-a...
Appendix 2e
29
The Panel identified the following elements of good practice and commendations:-
1. Quality of the Document...
Appendix 2f
30
BSc (Hons) Diagnostic Imaging
BSc (Hons) Radiotherapy and Oncology
CONCLUSIONS, REQUIREMENTS AND RECOMMENDA...
Appendix 2f
31
6. That the appropriateness and currency of the skills of Practice supervisors
should be continually review...
Appendix 2f
32
MODULES APPROVED AT THE PROGRAMME RE-APPROVAL EVENT
BSc(Hons) Diagnostic Imaging
BSc(Hons) Radiotherapy and...
Appendix 2f
33
HSCR365 Radiotherapy Treatment Planning and
Technology
3 20
HSCR366 Integrated Radiotherapy and Oncology
St...
Appendix 2g
34
SHSC Interprofessional Education (IPE) Framework Modules for separate
Approval:
Module
Code
Module Title Le...
Appendix 3
35
ENHANCEMENT LED INTERNAL SUBJECT REVIEW
SCHOOL OF HEALTH AND SOCIAL CARE
MARCH 2009
Appendix 3
36
CONTENTS
INTRODUCTION .........................................................................................
Appendix 3
37
6.7 Plans for Further Development..............................................................................
Appendix 3
38
NOTES FOR REVIEWERS
1. The School of Health and Social Care is responsible for the University's provision wi...
Appendix 3
39
Introduction
The School of Health and Social Care (HSC) was created in August 2002 and brought
together five...
Appendix 3
40
 High quality Learning Teaching and Assessment strategies which enhance the student
learning experience.
 ...
Appendix 3
41
1. Overall Aims of the Subject Provision
The aims of the School are entirely consistent with the University ...
Appendix 3
42
The School has pioneered a number of UK and world first programme developments both at
undergraduate and pos...
Appendix 3
43
In relation to the overall objectives of our subject provision, our strengths as noted within
External Asses...
Appendix 3
44
2 Intended Learning Outcomes
Programmes are developed at undergraduate, postgraduate, research and CPD level...
Appendix 3
45
2.2 Practice Relevance
The continued relevance of the aims, objectives and learning outcomes for each progra...
Appendix 3
46
2.4 Shared Understanding of Learning Outcomes
Staff are conscious of the need to ensure that all students un...
Appendix 3
47
3 Curricula and Assessment
The recent review of the School’s portfolio has afforded the opportunity to embed...
Appendix 3
48
Flexible structures for programme delivery at both undergraduate and post graduate have
been employed to ena...
Appendix 3
49
association with University of Strathclyde and NHS Education Scotland (NES)), fulfilling
regulatory and prof...
Appendix 3
50
as CPD and then transfer the credit into the Social Work programme. Employers have
welcomed this approach - ...
Appendix 3
51
4 Quality of the Learning Opportunities
The School continues to deliver high quality learning experiences fo...
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
Report - Home | Glasgow Caledonian University | Scotland, UK
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Transcript of "Report - Home | Glasgow Caledonian University | Scotland, UK"

  1. 1. GLASGOW CALEDONIAN UNIVERSITY ENHANCEMENT LED INTERNAL SUBJECT REVIEW SCHOOL OF HEALTH AND SOCIAL CARE MARCH 2009
  2. 2. Contents Page EnhancementLed Internal Subject Review(ELISR) OverarchingReport 1 ELISR Outcomes 2 Appendix1 6 ELISR PanelMembership Appendix2 8 JointGCU/HPC/SSSCProgrammeApproval/Re-approvalReport Appendix2a 14 JointGCU/HPC/SSSCProgrammeApproval/Re-approvalPanelMembership Appendix2b 17 BSc (Hons) Occupational Therapy BSc (Hons) Occupational Therapy(WorkPractice) BSc (Hons) Occupational Therapy(Psychosocial Interventions) BSc (Hons) Occupational Therapy (AgeingandWell-being) MSc Occupational Therapy(pre-registration) Appendix2c 21 MSc Physiotherapy(pre-registration) BSc (Hons) Physiotherapy Appendix2d 25 BA (Hons) Social Work BA (Hons) Social Work(part-time employmentbased route) MSc/PgDipSocial Work Appendix2e 28 BSc (Hons) Podiatry Appendix2f 30 BSc (Hons) RadiotherapyandOncology BSc (Hons) DiagnosticImaging Appendix2g 34 SHSCInter-professionalEducation (IPE) FrameworkModulesfor separateapproval Appendix3 35 Schoolof Health and Social Care EnhancementLed InternalSubjectReview Self Evaluation Document
  3. 3. 1 SCHOOL OF HEALTH AND SOCIAL CARE ENHANCEMENT LED INTERNAL SUBJECT REVIEW –OVERARCHING REPORT 25, 26 & 27 March 2009 Introduction An Enhancement Led Internal Subject Review (ELISR) of the School of Health and Social Care (HSC) was conducted from 25th – 27th March 2009 by a Panel with membership as detailed in Appendix 1. The aim of the review was to evaluate the student experience and to identify good practice and areas for enhancement. The scope of the subject review process encompassed all aspects of the School’s remit. Process The review was held in two parts over a three week period. The first element considered for re-approval all pre-registration programme provision within the School. All programmes under consideration received continuing indefinite approval subject to the fulfilment of certain requirements and recommendations. Appendix 2 contains the outcomes of these events. The second element of the review considered the Self Evaluation Document (Appendix 3) submitted by the School to the ELISR Panel (Appendix 1) which considered the School’s strengths, limitations and areas for development in the following areas:-  Overall aims of subject provision  Intended learning outcomes  Curricula and assessment  Quality of learning opportunities  Maintenance and enhancement of standards and quality  Quality enhancement planning  Implementation of the University’s Learning, Teaching and Assessment Strategy  Continuing Professional Development provision  Research Students  Support Department engagement with the School It is intended that this summary report be read in conjunction with the Self Evaluation Document prepared by the School (Appendix 3). The School of Health and Social Care
  4. 4. 2 The School of Health and Social Care was created in August 2002 and is responsible for the University’s provision within the Allied Health and Social Work Professions. This configuration has allowed the school to respond to the changing face and requirements of a dynamic health and social care sector and has taken a proactive approach to anticipated developments in Health and Social Care and Higher Education to develop skilled practitioners capable of entering their chosen professions prepared to face challenges which face them after qualification. The School works closely with the Scottish Government, local authorities, NHS Trusts and other potential employers to take forward issues related to curriculum development and workforce planning. The School has developed a modern curricula designed to anticipate future professional needs and which allows graduates to acquire a broad range of transferable skills which can also facilitate them seeking employment in “non traditional” roles. During the course of the review the Programme Re-approval Panels and the wider ELISR Panel met separately with teaching, research and support staff, students, graduates, employers, practice placement colleagues and representatives from the School’s Management Team. Outcomes Discussions throughout the course of the review revealed a School which has by way of a highly committed and professional staff, a forward looking approach focussed on the evolution of the School into the next decade combined with proven record of a pro-active approach to quality enhancement in teaching and research and ergo, the student experience. However, the Panel, including members of the various Professional and Statutory Bodies, were concerned that this forward outlook may be compromised in the longer term by what they perceived to be a clear under resourcing, primarily in terms of staffing, in some key areas. Whilst the Panel were aware that the University’s planning round was yet to reach its culmination they urged the University Executive not to expect continued development in a key academic area to continue without a clear commitment to sustained and ongoing resourcing at an adequate level. It was clear to the Panel that staff within the School were being “provided with less but expected to do more” and that this was a situation that unsustainable in the longer term. That said, there was tangible evidence that the student experience remained largely unaffected by resource challenges faced by the School although students with whom the Panel met commented that, although they appreciated staffing and staff time were limited in some areas, their learning to date had not been compromised by this situation.
  5. 5. 3 On reviewing the deliberate steps taken by the School to enhance the student experience the Panel found that:  The school comprised motivated and professional staff teams who, despite resource limitations, provided a high quality learning and teaching experience to students;  Students within the school were highly motivated and graduated with a key set of transferable skills. On reviewing areas of good practice that can be usefully disseminated across the School and wider University, the Panel found that:  School staff enjoy an extremely close and productive working relationship with external bodies and employers;  There is a clear evidence of successful engagement with students and the continued development of strategies for motivating students and enhancing their professional attributes;  There is clear evidence of consistent achievement in responding to quality enhancement plans and the University’s continuous quality improvement strategies;  High quality learning, assessment and teaching strategies which enhance the student experience have been embedded into all programmes. On reviewing the areas of School practice that can be enhanced, the Panel found that:  Whilst students reported a high level of support from teaching and administrative staff, discussions with staff revealed that the workload model (and its variations) currently operated by the School may not be providing “best value” in terms of use of staff time. In particular there was clear evidence that more effective use of central support services for students may release a significant amount of staff time for core activities such as teaching, research and associated administrative duties;  Related to the above, the use of PhD students in teaching should be re- considered by the School as it is believed appropriate use of their skill base may provide some respite from the current resourcing issues faced by the school (see * below);  The integration of the Inter-professional Education (IPE) Framework should continue to be closely monitored in light of comments received from students, some of whom did not fully appreciate the role of Inter Professional Learning in the wider context of their learning;
  6. 6. 4  The School may also wish to consider how it utilises the expertise of Health Service staff to support the delivery of IPL. It is also hoped that potential support provided may offer useful staff development opportunities for NHS staff and allow ongoing development of relationships between Health Boards and the School.  The engagement of students in Personal Development Planning was not consistent throughout all divisions and levels of study and the School is encouraged to effectively target resources in order to ensure that PDP is seen by the student as an integral part of the learning process;  Whilst acknowledging the challenges that it brings, in order to ensure the concept of “internationalisation” becomes fully embedded across the school and curriculum the School International Strategy should be further developed in full consultation with appropriate stakeholders;  Some students, particularly from within the Division of Radiography, with whom the Panel met indicated they felt unprepared for placement learning early on in their academic study and, as a result, did not feel that they initially gained as much from the learning experience as they could. Therefore, the Panel suggests that the School should consider how best to ensure consistency in preparation for placement learning, not only from the perspective of students but also staff working in a placement setting. On reviewing areas of University-wide practice that can be enhanced, the Panel found that:  Policies surrounding the involvement of PhD students in teaching should be urgently reviewed to ensure consistency and parity across all academic areas*;  In relation to the above, the University should, via the Caledonian Academy, establish processes that allow research students to access appropriate development and support to allow them to undertake teaching duties*;  Similarly, discussions should take place with representatives from the Caledonian Academy to ensure that, where appropriate, research students are able to access appropriate development and support in relation to the skills required for PhD completion*;  The appropriateness of different workload models currently in operation throughout the University should be reviewed to ensure best use is being made of the staff resource;  A method for measuring the potential impact of various University initiatives and projects on overall staff workload should be considered prior to commencement and “rolling out”; similarly, the University should identify a
  7. 7. 5 suitable method to disseminate final outcomes of projects to ensure staff are fully conversant with the potential benefits their input may have produced. QO/JKM/Shared/ELISR/HSC2009/REPORTS
  8. 8. Appendix 1 6 ENHANCEMENT LED INTERNAL SUBJECT REVIEW 25 – 27 MARCH 2009 Panel Membership Dr Andrew Eadie Chair Director of Quality Glasgow Caledonian University Mr Peter McCrossan Associate Director for Allied Health Professionals/Lead AHP Wishaw General Hospital NHS Lanarkshire Mr Paul Lambert AHP Practice Education Co-ordinator NHS Education for Scotland West of Scotland Region Ms Fiona Roberts Lecturer in Physiotherapy School of Health Sciences Faculty of Health and Social Care The Robert Gordon University John Campbell Depute Head (Learning and Teaching) Glasgow School of Social Work University of Strathclyde Mr Gerry Reid Head of Learning Teaching and Quality School of Nursing, Midwifery and Community Health Glasgow Caledonian University Ms Denise McCaig Vice President Support and Advice Students’ Association Glasgow Caledonian University Professor David McConnell Professor of Learning Innovation The Caledonian Academy Mr Tom Finnegan Director
  9. 9. Appendix 1 7 Learner Support Glasgow Caledonian University Ms Jenny Malcolm Secretary Assistant Director of Quality Quality Office
  10. 10. Appendix 2 8 SCHOOL OF HEALTH AND SOCIAL CARE ENHANCEMENT LED INTERNAL SUBJECT REVIEW JOINT GCU/HPC/SSSC PROGRAMME APPROVAL/RE-APPROVAL EVENT 11- 13 MARCH 2009 Introduction As part of the 2nd School Enhancement Led Internal Subject review, a joint approval/re-approval Panel (see Appendix 2a), comprising representation from the following bodies, was convened at Glasgow Caledonian University between 11 and 13 March 2009:-  Glasgow Caledonian University  The Health Professions Council  Scottish Social Services Council The Panel was also joined by representatives from Professional Bodies relevant to the profession specific areas represented namely:-  The College of Occupational Therapists  The Society of Chiropodists and Podiatrists  The Society and College of Radiographers  The Chartered Society of Physiotherapists Remit The remit of the Panel was to consider in detail documentation submitted by individual Programme Teams and the School with a view to assessing the validity and academic viability of all programmes with, if appropriate, a view to recommending formal approval or re-approval of the following:- MSc Physiotherapy (pre-registration) BSc (Hons) Physiotherapy BSc (Hons) Podiatry BSc (Hons) Occupational Therapy BSc (Hons) Occupational Therapy (Work Practice) BSc (Hons) Occupational Therapy (Psychosocial Interventions) BSc (Hons) Occupational Therapy (Ageing and Well-being) MSc Occupational Therapy (pre-registration) BA (Hons) Social Work BA (Hons) Social Work (part-time employment based route) MSc /PgDip Social Work BSc (Hons) Radiotherapy and Oncology BSc (Hons) Diagnostic Imaging
  11. 11. Appendix 2 9 Process Meetings were held with the School Management Team and senior representatives from each Programme in order to discuss generic issues common to all programmes. Programme Specific meetings were also held with individual Programme teams, students and placement providers. The Panel was also provided with a tour of University and school-specific facilities, and a tour of the podiatry-related facilities at the Southern General Hospital. In assessing the validity and academic viability of the programmes the following, although non exhaustive list of key issues were fully explored by the Panel/s:- School Management Team and Senior School Representatives  Fit with University and School strategic objectives  Programme viability and demand  Adequacy of the resource provision, staffing and physical, including generic modules  Staff development/interface with divisions and impact on learning and teaching  Succession planning  Role of Research Staff  Progression  Service Users  Recruitment, marketing and ethnic mix  Equality and Diversity Strategy  Disclosure Scotland  Employability initiatives and impact on the Programme  Peer Support system  Approach to Practice Education  Knowledge transfer  Fit of generic modules Programme Development Boards  Student Profile  Progression  Service users  Recruitment  Practice learning  Curriculum scope, depth and level  Anti discrimination content  Transition to employment  Rationales for changes to programmes  Staff development  Input from stakeholders  Preparation of student for workplace  Student support
  12. 12. Appendix 2 10  Personal Learning Audits  Credit rating of modules  Appropriateness of syllabus and curriculum  Resources to underpin programmes Placement Providers/Employers  Graduate attributes/preparedness of graduates to enter employment  Students with disabilities on placement  Placement preparation/audit  Fulfillment of Learning Outcomes within placement setting  Student Support  Communication with School staff  Involvement in re-approval/approval process  GCU response to failing students Students/Graduates  Experience on Programme  Strengths/weaknesses of Programme  Teaching and assessment workload  Funding  Why did students choose GCU in particular  VLE  Feedback to students  involvement in monitoring process  Support whilst on placement  Appropriateness of Placement in supporting learning  Private Practice vs NHS experience  Access to support and learning resources whilst on placement  Personal tutors  Relationship with academics  IPL/IPE The requirements, recommendations and commendations for each Programme are attached as follows:- Appendix 2b BSc (Hons) Occupational Therapy BSc (Hons) Occupational Therapy (Work Practice) BSc (Hons) Occupational Therapy (Psychosocial Interventions) BSc (Hons) Occupational Therapy (Ageing and Well-being) MSc Occupational Therapy (pre-registration) Appendix 2c MSc Physiotherapy (pre-registration) BSc (Hons) Physiotherapy
  13. 13. Appendix 2 11 Appendix 2d BA (Hons) Social Work BA (Hons) Social Work (part-time employment based route) MSc/PgDip Social Work Appendix 2e BSc (Hons) Podiatry Appendix 2f BSc (Hons) Radiotherapy and Oncology BSc (Hons) Diagnostic Imaging Programme Board Response Receipt by the Quality Office of the School/Programme Board response to the requirements and recommendations of each Programme Re- Approval Panel is 29th May 2009 School specific and IPE module requirements School specific and IPE module requirements and recommendations are highlighted below although are also contained in each individual Programme report:- School specific requirements BSc (Hons) Occupational Therapy BSc (Hons) Occupational Therapy (Work Practice) BSc (Hons) Occupational Therapy (Psychosocial Interventions) BSc (Hons) Occupational Therapy (Ageing and Well-being) MSc Occupational Therapy (pre-registration) 1. That whilst the Panel are aware that the two additional substantive posts for the Division of Occupational Therapy, in addition to current staffing including temporary posts, are included in the School’s bid under the current planning round it should be noted that these posts are considered as critical, not only in terms of part-compliance for the College of Occupational Therapy (COT) accreditation, but also to sustain the quality of student learning, including learning in the practice environment. BSc (Hons) Diagnostic Imaging BSc (Hons) Radiotherapy and Oncology
  14. 14. Appendix 2 12 2. that a statement on the School proposals for ongoing r sourcing of the Programmes be provided; this should include information on how staff development to support each module will be embedded; 3. That the School should provide an assurance that appropriate equipment and software, eg VERT and CR monitors are in place prior to commencement of the new programmes in September 2009. School specific recommendations BSc (Hons) Occupational Therapy BSc (Hons) Occupational Therapy (Work Practice) BSc (Hons) Occupational Therapy (Psychosocial Interventions) BSc (Hons) Occupational Therapy (Ageing and Well-being) MSc Occupational Therapy (pre-registration) 1. That the School reviews the physical skills related resources for example, ADL required for successful delivery of the new programmes, for example HSCO162 Foundations for Practice in Health and Social Care and HSCO263 Inclusive Environments for Occupational Performance. 2. That a school-wide policy is developed for service users and carers involvement in the programme and its ongoing development. Requirements relating to the Interprofessional suite of modules BSc (Hons) Diagnostic Imaging BSc (Hons) Radiotherapy and Oncology 1. that learning and teaching strategies on all Inter Professional Education Modules are reviewed to ensure that:- a. appropriate content is explicitly covered; b. and learning outcomes are appropriate to that content; Recommendations relating to the Inter professional suite of modules BA (Hons) Social Work BA (Hons) Social Work (part-time, employment based route) MSc/PgDip Social Work
  15. 15. Appendix 2 13 1. That further opportunities to optimise the inter professional learning for part- time students be considered; BSc (Hons) Podiatry 2. That that professional identity of Podiatry is sustained within the suite of IPE modules;
  16. 16. Appendix 2a 14 GLASGOW CALEDONIANUNIVERSITY(GCU) HEALTH PROFESSIONS COUNCIL(HPC) SCOTTISH SOCIAL SERVICES COUNCIL (SSSC) MULTI PROFESSIONAL PROGRAMMERE-APPROVAL EVENT 11-13 MARCH 2009 JOINT PANEL MEMBERSHIP Mrs Alison Britton Head of Learning. Teaching and Quality School of Law and Social Sciences GCU Chair Podiatry Mr Gerry Reid Head of Learning. Teaching and Quality School of Nursing, Midwifery and Community Health GCU Chair Physiotherapy Professor Elaine McFarland Professor of History, Div. of Social Sciences School of Law and Social Sciences GCU Chair Occupational Therapy Mrs Elaine Smith Acting Head of Learning, Teaching & Quality School of Engineering & Computing GCU Chair Social Work Dr Kathryn Strachan Academic Lead for Business Development & Commercialisation School of Nursing, Midwifery and Community Health GCU Chair Radiography Dr Kay Currie Head of Division, Div. of Post-registration Nursing School of Nursing, Midwifery and Community Health GCU Internal Panel Member Social Work Dr Anna McGee Senior Lecturer,Div. of Psychology School of Life Sciences GCU Internal Panel Member Radiography Professor Paul Flowers Division of Psychology School of Life Sciences GCU Internal Panel Member Occupational Therapy Mr Patrick Quinn Lecturer,Division of Computing and Creative Technologies School of Engineering and Computing GCU Internal Panel Member Physiotherapy Mrs Dora Howes Lecturer in Nursing School of Nursing, Midwifery and Community Health GCU Internal Panel Member Podiatry Professional Body Representatives/GCU External PanelMember Mrs Ruth Heames Occupational Therapy Professional Subject Lead Coventry University Occupational Therapy Mrs Susan Griffiths Occupational Therapy Professional Lead,University of Occupational Therapy
  17. 17. Appendix 2a 15 Northampton, Centre for Healthcare Education Mrs Jacqui Potter Subject Head University of East London Physiotherapy Ms Nina Thomson The Chartered Society of Physiotherapy Physiotherapy Mr Allan Wood Private Practitioner Podiatry Dr Wilfred Foxe Director of Education Society of Chiropodists and Podiatrists Podiatry Dr Maryann Hardy Division of Radiography University of Bradford Radiography Ms Erica White Department of Radiography Education Cardiff University Radiography Mr Brian Smith Learning and Development Adviser, Scottish Social Services Council Social Work Ms Brenda Gillies Learning and Development Adviser Scottish Social Services Council Social Work Mr Bobby Park Service User Social Work Ms Beryl Middleton Section Head Service Improvement West Dunbartonshire Service – Social Work Ms Anne Ritchie Senior Lecturer in Social Work University of West of Scotland Ms Remy Reyes Education Manager (Quality and Standards) College of Occupational Therapists Academic – Social Work COT Observer HPC Visitors Ms Vivien Kilgour Assistant General Manager for Medicine & Diagnostics Bedford Hospital Occupational Therapy Dr Nicola Spalding Associate Dean,Teaching, Learning and Quality University of East Anglia Occupational Therapy
  18. 18. Appendix 2a 16 Prof Karen Harrison Head of Department Coventry University Physiotherapy Mr Anthony Power Senior specialist physiotherapist York and North Yorkshire NHS Trust Physiotherapy Ms Emma Supple Barnet Hospitals Podiatry Ms Penny Renwick Associate Dean Manchester Metropolitan Podiatry Ms Linda Mutema Lecturer, Cardiff University Radiography Mr Derek Adrian-Harris Head,Centre for Radiography Portsmouth University Radiography In Attendance Ms Gill Paterson Quality Officer GCU Panel Secretary Occupational Therapy Ms Morven Gillies Quality Officer GCU Panel Secretary Social Work Mr Ben Rogers Quality Officer GCU Panel Secretary Radiography Ms Jenny Malcolm Assistant Director GCU Panel Secretary Podiatry Mr Alen MacKinlay Quality Manager GCU Panel Secretary Physiotherapy Ms Mandy Hargood Educational Officer HPC Ms Anne Shomefun Educational Officer HPC Ms Paula Lescott Educational Officer HPC Ms Clair Parkin Officer COT
  19. 19. Appendix 2b 17 BSc (Hons) Occupational Therapy BSc (Hons) Occupational Therapy (Work Practice) BSc (Hons) Occupational Therapy (Psychosocial Interventions) BSc (Hons) Occupational Therapy (Ageing and Well-being) MSc Occupational Therapy (pre-registration) CONCLUSIONS, REQUIREMENTS AND RECOMMENDATIONS Following consideration of Programme Re-approval Submission Documentation for the BSc (Hons) Occupational Therapy and MSc Occupational Therapy (pre- registration) programmes and informative and wide-ranging discussions with members of the Senior School Staff, Programme Team, and various stakeholders, the Joint Programme Re-approval Panel is pleased to recommend to the Learning and Teaching Sub-Committee of the University, that, subject to the satisfactory completion of the under noted requirement/s and recommendation/s the both programmes be placed in indefinite approval from September 2009. This approval is subject to the University’s normal arrangements for review, and re- approval in 5 years and is in line with the requirements and procedures of the Education and Training Committee of the Health Professions Council and the College of Occupational Therapists. REQUIREMENTS The aforementioned approval is subject to the satisfactory completion, by the Programme Team, of the following requirements: 1. That whilst the Panel are aware that the two additional substantive posts for the Division of Occupational Therapy are included in the School’s bid under the current planning round it should be noted that these posts are considered as critical, not only in terms of part-compliance for the College of Occupational Therapy (COT) accreditation, but also to sustain the quality of student 2. The Assessment Regulations for both the Under-graduate and Masters programmes should be consistent and must specify that successful completion of a programme includes successful completion of a minimum of 1000 practice hours as required by the World Federation of Occupational Therapists (2002). RECOMMENDATIONS In addition, the following recommendations are commended to the Programme Development Team and School:- 1. That the School reviews the physical skills related resources for example, ADL required for successful delivery of the new programmes. Some of the most relevant modules here include: HSCO162 Foundations for Practice in
  20. 20. Appendix 2b 18 Health and Social Care and HSCO263 Inclusive Environments for Occupational Performance. 2. That a school-wide policy is developed to promote the ongoing involvement of service users and carers in the design and delivery of School programmes. 3. That the educational aims in the Programme Specifications and other related documentation offer a more explicit reflection of the centrality of Occupation and the Occupational Science basis of the new programmes. 4. That module descriptors are reviewed to incorporate: a) more explicit emphasis on transferable skills b) more explicit linkage between the learning, teaching and assessment strategies and the intended learning outcomes. For example HSCO263, HSCOM62, and IPE modules HSCS462, HSCSM62. c) Indicative reading lists are reviewed for currency. COMMENDATIONS AND GOOD PRACTICE The Panel identified the following elements of good practice and commendations to the Programme Team: 1. The evident collegiality and commitment shown by members of the Team 2. The strong relationship with practice as evidenced by the innovative use of practice partners in the supervision of Role Emerging Placements and Dissertations 3. Student support 4. Continued development of the Role Emerging Placements 5. The move to embrace social enterprise in the new curriculum. MODULES APPROVED AT THE PROGRAMME RE-APPROVAL EVENT BSc (Hons) Occupational Therapy BSc (Hons) Occupational Therapy (Work Practice) BSc (Hons) Occupational Therapy (Psychosocial Interventions) BSc (Hons) Occupational Therapy (Ageing and Well-being) MSc Occupational Therapy (pre-registration) The following modules will be approved subject to the satisfactory response to the requirements: Module Code Module Title Level Credit HSCO161 Occupational Performance 1 1 20 HSCO162 Introduction to Occupational Science 1 20 HSCO163 PE1:Occupational Performance 2 + PE Hrs 1 20
  21. 21. Appendix 2b 19 HSCO261 Occupational Therapy Theories and Approaches 2 20 HSCO262 PE2: Understanding Occupational Therapy in Practice 2 30 HSCO263 Inclusive Environments for Occupational Performance 2 20 HSCO264 Measuring & Promoting Health & Wellbeing Through Occupation 2 20 HSCO361 Reasoning, Decision making & Ethics in OT Practice 3 20 HSCO362 PE3: Occupation for Health & well-being in emerging settings 3 20 HSCO363 Critical Perspectives on Creativity in Occupation 3 20 HSCO364 PE4: Developing Readiness for Practice 3 40 HSCO461 PE 5: Occupational Therapy and Social Enterprise 4 20 HSCO462 Occupational Therapy and Work Practice (e-module) (WP) 4 20 HSCO463 Health Ergonomics (WP) 4 20 HSCO464 Investigating Group Work (PSI) 4 20 HSCO465 Enhancing Practice with Cognitive Behavioural Approaches 4 20 HSCO466 Wellbeing in later life (Ageing & Wellbeing) 4 20 HSCO467 Contemporary perspectives on Working with People in Later Life (Ageing & Wellbeing) 4 20 HSCO468 Independent Learning 4 20 HSCO444 Practice Based Education 4 12 HSC0469 Practice Based Education (on-line) 4 12 HSCOM61 Occupational Therapy Foundations for Practice M 30 HSCOM62 Challenges to Occupational Health and Wellbeing M 15 HSCO291 PE1: Understanding Occupational Therapy in Practice 2 30
  22. 22. Appendix 2b 20 HSCOM63 Occupational in Health and Social Care M 15 HSCO391 PE2: Investigating Practice Interventions 3 40 HSCO392 PE3: Practice Implementation and Evaluation 3 40 HSCOM64 Professional Development in the Work Environment M 15
  23. 23. Appendix 2c 21 BSc (Hons) Physiotherapy MSc Physiotherapy (pre-registration) CONCLUSIONS, REQUIREMENTS AND RECOMMENDATIONS Following consideration of Programme Re-approval Submission Documentation for the BSc (Hons) Physiotherapy and MSc Physiotherapy (pre-registration) programmes and informative and wide-ranging discussions with members of the Senior School Staff, Programme Team, and various stakeholders, the Joint Programme Re-approval Panel is pleased to recommend to the Learning and Teaching Sub-Committee of the University, that, subject to the satisfactory completion of the under noted requirement/s and recommendation/s both programmes be placed in indefinite approval from September 2009. This approval is subject to the University’s normal arrangements for review, and re- approval in 5 years and is in line with the requirements and procedures of the Education and Training Committee of the Health Professions Council and The Chartered Society of Physiotherapists. REQUIREMENTS The aforementioned approval is subject to the satisfactory completion, by the Programme Team, of the following requirements: 1. That the Programme Team review the module descriptors for both programmes for completeness (this is specifically in respect to the inclusion of the full module teaching teams) and the respective assessment schedules for the UG and PG programmes for accuracy (cross-referring to the modules). 2. That the Programme Team ensures that contemporary practice is explicitly reflected. 3. That the Programme Team updates the documentation to articulate the approach to induction and transition for both the UG and PG programmes (the Programme team made reference to a specific Programme of activities tailored for the physiotherapy students). RECOMMENDATIONS No recommendations to report COMMENDATIONS AND GOOD PRACTICE The following points are commended to the School and Programme Team: 1. The cohesive nature of the School (as presented in meetings with the School Management Team, Programme Leaders and the Programme re-approval event)
  24. 24. Appendix 2c 22 2. The ongoing efforts to give the students a ‘profession’ identity from the outset of the programmes (particularly the UG Programme) and sense of community (the Panel meet with a group of UG/PG students who were very positive about the programmes and their student experience) 3. The Divisional held MSc Dissertation conference in providing a rewarding end point to students completing and presenting their clinical outcomes from their dissertation 4. The restructuring of the UG Programme to introduce earlier to students the wider aspects of health perspectives and themes in public health (student role not just health but wider promotion and removing ‘narrow’ perception of the Programme) 5. The increasing awareness of transferable skills to support employability and graduate attributes and where relevant this embedded in the programmes either in modules e.g. core IPE Framework module Organisations, Policy and Professional Practice or overall LTAS 6. VLE and technological developments for learning and teaching The Panel also endorses the set of IPE modules and associated Framework and commends the School for the development. (note by Secretary – comments were received from other Panels regarding the IPE modules and these will be approved once a satisfactory response from the School has been received in relation to relevant requirements and/or recommendations) MODULES APPROVED AT THE PROGRAMME RE-APPROVAL EVENT BSc (Hons) Physiotherapy The following modules will be approved subject to the satisfactory response to the requirements: Module Code Module Title Level Credit HSCT161 Applied Anatomy for Physiotherapists 1 SHE1 20 HSCT162 Movement & Exercise SHE1 20 HSCT163 Applied Anatomy for Physiotherapists 2 SHE1 20 HSCT261 Neuromusculoskeletal Management SHE2 30 HSCT262 Cardiovascular & Pulmonary Care SHE2 20 HSCT263 Health Perspectives SHE2 10
  25. 25. Appendix 2c 23 HSCT264 Neuro-rehabilitation SHE2 20 HSCT265 Practice Education 1 SHE2 10 HSCT361 Practice Education 2 SHE3 20 HSCT362 Practice Education 3 SHE3 20 HSCT363 Gender and Health (optional module) SHE3 10 HSCT364 Sports Injury Rehabilitation (optional module) SHE3 10 HSCT365 Oncology and Palliative Care (optional module) SHE3 10 HSCT366 Paediatrics (optional module) SHE3 10 HSCT367 Lifespan Fitness Activity & Health SHE3 20 HSCT368 Vocational Rehabilitation SHE3 10 HSCT369 Practice Education 4 (Elective) SHE3 20 HSCT461 Practice Education 5 SHEH 20 HSCT462 Practice Education 6 SHEH 20 HSCT463 Practice Education 7 SHEH 20 MSc Physiotherapy (Pre-registration) The following modules will be approved subject to the satisfactory response to the requirements: Module Code Module Title Level Credit HSCT491 Neuromusculoskeletal Therapeutics: Fundamental Theory and Clinical Studies SHEH 15 HSCT492 Neuromusculoskeletal Therapeutics: Skills Acquisition SHEH 15 HSCT493 Neuromusculoskeletal Therapeutics: Evaluation of Practice SHEH 15 HSCRM64 Cardiovascular and Respiratory SHEM 45 HSCRM65 Practice Education 1 SHEM 15
  26. 26. Appendix 2c 24 HSCRM66 Neurorehabilitation SHEM 30 HSCRM67 Neuromusculoskeletal 2 SHEM 15 HSCRM68 Practice Education 2+3 SHEM 30 HSCRM69 Practice Education 4+5 SHEM 30 HSCRM70 Practice Education 6 SHEM 15 HSCRM71 Practice Education 7+8 SHEM 30
  27. 27. Appendix 2d 25 BA (Hons) Social Work BA (Hons) Social Work (part-time, employment based route) MSc/PgDip Social Work CONCLUSIONS, REQUIREMENTS AND RECOMMENDATIONS Following consideration of Programme Re-approval Submission Documentation for the BA (Hons) Social Work, BA (Hons) Social Work (part-time, employment based route) and the MSc/PgDip Social Work Programme and informative and wide- ranging discussions with members of the Senior School Staff, Programme Teams, and various stakeholders, the Joint Programme Re-approval Panel is pleased to recommend to the Learning and Teaching Sub-Committee of the University, that, subject to the satisfactory completion of the under noted requirement/s and recommendation/s all programmes be placed in indefinite approval from September 2009. This approval is subject to the University’s normal arrangements for review, and re-approval in 5 years. Dr Brenda Gillies and Mr Brian Smith will also be recommending the renewal of approval of all programmes to the Scottish Social Services Council. REQUIREMENTS The aforementioned approval is subject to the satisfactory completion, by the Programme Development Teams, of the following requirements: 1. That the documentation should make explicit how the Postgraduate Diploma meets the requirements and standards of the Framework for Social Work Education in Scotland; 2. That the Division continues to engage with Learning Network West partners, and wider stakeholders, to plan and develop strategies to fulfill their responsibilities in relation to practice learning opportunities across all programmes; 3. That an audit tool for quality assuring practice learning be introduced; 4. That, in line with GCU requirements, the process and timescales for feedback to students on all assessments, be clarified. RECOMMENDATIONS In addition, the following recommendations are commended to the Programme Development Teams and School:- 1. That the inclusion of service users and carers, in particular user-led organisations, in all aspects of the programmes be strengthened; 2. That the pre-practice learning information provided to employers be enhanced;
  28. 28. Appendix 2d 26 3. That further opportunities to optimise the inter professional learning for part- time students be considered; 4. That all Module Descriptors across all programmes be revisited to ensure consistency of terminology and to clarify the distinction between SCQF levels. COMMENDATIONS AND GOOD PRACTICE The Panel identified the following elements of good practice and commendations:- 1. The overall professionalism of staff within the division, illustrated by their responsiveness, approachability, accessibility and flexibility towards their students. 2. The support for practice teachers and rapid responsiveness to employers. 3. The part-time Programme, which is an excellent example of the team’s responsiveness to employers. 4. The Programme Team’s commitment to the University’s Widening Access agenda. 5. The continued commitment to the use of accessible e-learning and Virtual Learning Environment. 6. The development and use of Personal Learning Audits MODULES APPROVED AT THE PROGRAMME RE-APPROVAL EVENT MSc/PgDip Social Work BA (Hons) Social Work BA (Hons) Social Work (Part-Time Employment-Based Route) The following modules will be approved subject to the satisfactory response to the requirements: Module Code Module Title Level Credit HSCW161 Skills, Technology and Social Work 1 20 HSCW162 Understanding Social Work 1 20 HSCW163 Social Justice, Values and Ethics 1 20 HCSW164 Social Policy 1 20 HSCW261 Social Work and Human Development 2 20 HSCW262 Social Work Theory 2 20 HSCW263 Social Work Law: Policy and Process 2 20
  29. 29. Appendix 2d 27 HSCW264 Social Work Skills 2 20 HSCW265 Risk and Protection 2 20 HSCW317 Supervised Direct Practice 1 3 40 HSCW362 Social Work Law and Practice 3 20 HSCW363 Social Work Process and Practice 3 20 HSCW364 Partnership, Power and Practice 3 20 HSCW412 Supervised Direct Practice 2 4 60 HSCWM61 Social Work Theory M 20 HSCWM62 Social Work Skills M 20 HSCWM63 Social Work Contexts M 20 HSCWM64 Law for Social Work Practice M 20 HSCWM65 Supervised Direct Practice 1 M 40 HSCSM63 Organisational Behaviour and Professional Practice M 15 HSCWM66 Research for Social work M 20 HSCEM67 Effective Practice in Social Work M 20 HSCWM68 Dissertation M 60 HSCEM69 Supervised Direct Practice 2 M 60
  30. 30. Appendix 2e 28 BSc (Hons) Podiatry CONCLUSIONS, REQUIREMENTS AND RECOMMENDATIONS Following consideration of Programme Re-approval Submission Documentation for the BSc (Hons) Podiatry Programme and informative and wide-ranging discussions with members of the Senior School Staff, Programme Team, and various stakeholders, the Joint Programme Re-approval Panel is pleased to recommend to the Learning and Teaching Sub-Committee of the University, that, subject to the satisfactory completion of the under noted requirement/s and recommendation/s the programmes be placed in indefinite approval from September 2009. This approval is subject to the University’s normal arrangements for review, and re- approval in 5 years and is in line with the requirements and procedures of the Education and Training Committee of the Health Professions Council and the Society of Chiropodists and Podiatrists. REQUIREMENTS The aforementioned approval is subject to the satisfactory completion, by the Programme Development Team, of the following requirements: 1. That the desirability and viability of the part-time route should be re-visited; 2. That all documentation should be proof-read to ensure the new Programme title is reflected throughout; 3. That all module descriptors be re-visited for to ensure consistency and accuracy. RECOMMENDATIONS In addition, the following recommendations are commended to the Programme Development Teams and School:- 1. That professional identity of Podiatry is sustained within the suite of IPE modules; 2. That the method of auditing and monitoring placements should be kept under review and that robust feedback mechanism are put in place; 3. That in order to help students towards a more seamless transition into Professional Practice and to further advance Graduate Attributes it is suggested some study of business skills is included in the curriculum; 4. That Placements Providers receive appropriate information to ensure that they are sufficiently briefed on the Programme, philosophy, structure, Learning Outcomes and Assessment. COMMENDATIONS AND GOOD PRACTICE
  31. 31. Appendix 2e 29 The Panel identified the following elements of good practice and commendations:- 1. Quality of the Documentation 2. Student Learning: the integration between theory and practice 3. Excellent collaboration between Podiatry at Glasgow Caledonian University and Southern General Hospital 4. The students and how keen, engaged and enthused they were with the subject (including clinical experience) 5. All staff clinically involved in their area of specialty. 6. Staff Research Profile MODULES APPROVED AT THE PROGRAMME APPROVAL EVENT BSc (Hons) Podiatry The following modules will be approved subject to the satisfactory response to the requirements: Module Code Module Title Level Credit HSCP160 Clinical Podiatry 1 1 20 HSCO161 Podiatric Theory 1 1 20 HSCP162 Anatomy for Podiatrists 1 20 HSCP260 Clinical Podiatry 2 2 20 HSCP261 Podiatric Theory 2 2 30 HSCP262 Surgery and Radiology for Podiatrists 2 20 HSCP263 Medicine for Podiatrists 2 30 HSCP360 Clinical Podiatry 3 40 HSCP361 Podiatric Theory 3 3 20 HSCP362 Aspects of Health Promotion for Podiatrists 3 20 HSCP461 Clinical Podiatry 4 4 40 HSCP462 Podiatric Theory 4 4 20
  32. 32. Appendix 2f 30 BSc (Hons) Diagnostic Imaging BSc (Hons) Radiotherapy and Oncology CONCLUSIONS, REQUIREMENTS AND RECOMMENDATIONS Following consideration of Programme Re-approval Submission Documentation for the BSc (Hons) Radiotherapy and Oncology and the BSc (Hons) Diagnostic Imaging and informative and wide-ranging discussions with members of the Senior School Staff, Programme Team, and various stakeholders, the Joint Programme Re- approval Panel is pleased to recommend to the Learning and Teaching Sub- Committee of the University, that, subject to the satisfactory completion of the under noted requirements both programmes be placed in indefinite approval from September 2009. This approval is subject to the University’s normal arrangements for review, and re-approval in 5 years and is in line with the requirements and procedures of the Pre Registration, Education and Training Working Group of the Health Professions Council and The Society and College of Radiographers. REQUIREMENTS The aforementioned approval is subject to the satisfactory completion, by the Programme Development Teams, of the following requirements: BSc (Hons) Diagnostic Imaging and BSc (Hons) Radiotherapy and Oncology 1. That within the Critical Review a clearer rationale for changes to both programmes be provided. This should include a contextualisation of the external environment combined, where appropriate, with relevant professional practice issues; 2. That, in order to ensure clarity for 1st post competencies, the Team should map the Learning and Development Framework for Clinical Imaging and Oncology across all modules in both programmes. In doing so, it should be ensured that the “spiral” [horizontal/vertical] nature of the programme structures is made explicit, including subject content. It is envisaged that this may impact on the syllabus content for each module descriptor; 3. That all module descriptors across both programmes be reviewed to ensure the module structure reflects reasonable student contact hours; that learning outcomes are appropriate for each level and that explicit and appropriate learning and teaching strategies are clearly outlined; 4. That assessment loading on all modules should be reviewed with a clear statement of rationale for the approaches adopted; this statement should include information relating to the role of formative assessment in modules; 5. That, if appropriate, a clear rationale should be provided for the use of post graduate students and clinical staff in teaching;
  33. 33. Appendix 2f 31 6. That the appropriateness and currency of the skills of Practice supervisors should be continually reviewed in order to support learning of students in practice; this is particularly relevant where new skills are being developed within the programmes; 7. That the Practice Education document should be revised to reflect developing levels of practice and student expectation across each level of the Programme; BSc (Hons) Radiotherapy and Oncology 8. That a clear justification be provided for the introduction of new areas of practice; 9. That student access to learner support facilities across all placements should be reviewed for parity of experience; The approval is also subject to a satisfactory response by the School Management Team in relation to the following requirements:- 10.That a statement on the School proposals for ongoing resourcing of the Programmes be provided; this should include information on how staff development to support each module will be embedded; 11.That the School should provide an assurance that appropriate equipment and software, eg VERT and CR monitors are in place prior to commencement of the new programmes in September 2009. Recommendation In addition, the following recommendations are also commended to both Programme Development Teams:- 1. That the weighting of practice element within practice modules, in relation to competence to practice, be reconsidered. COMMENDATIONS AND GOOD PRACTICE The Panel identified the following elements of good practice and commendations:- 1. There is clear evidence that both Programme Development Teams are committed and supportive to all students; 2. There is evidence of a passion for sharing knowledge; 3. There is evidence of excellent relations with clinical staff and a responsive approach to practitioner and service needs; 4. The Panel was particularly pleased to note the extension of clinical practice hours and consider this a positive move.
  34. 34. Appendix 2f 32 MODULES APPROVED AT THE PROGRAMME RE-APPROVAL EVENT BSc(Hons) Diagnostic Imaging BSc(Hons) Radiotherapy and Oncology The following modules will be approved subject to the satisfactory response to the requirements: Module Code Module Title Level Credit HSCR161 Fundamentals of Professional Practice 1 20 HSCR162 Skeletal & Thoracic Imaging 1 20 HSCR163 Applications of Professional Practice 1 20 HSCR164 Introduction to Radiotherapy and Oncology 1 20 HSCR165 Applications of Radiotherapy Practice 1 20 HSCR261 Skeletal Trauma Image Interpretation (Conventional Imaging) 2 20 HSCR262 Abdomino - Pelvic Imaging 2 20 HSCR263 Neuro Imaging 2 20 HSCR264 Professional Practice Education & Application 2 2 40 HSCR265 Imaging in Oncology 2 20 HSCR266 Integrated Radiotherapy and Oncology Studies 1 2 20 HSCR267 Radiotherapy Physics and Equipment 2 20 HSCR268 Practice Education (Therapy) 2 2 40 HSCR361 Oncology: Diagnosis & Treatment 3 20 HSCR362 Interventional Therapy & Preventative Medicine 3 20 HSCR363 Strategies for Best Practice in Diagnostic Imaging 3 20 HSCR364 Professional Practice Education & Application 3 3 40
  35. 35. Appendix 2f 33 HSCR365 Radiotherapy Treatment Planning and Technology 3 20 HSCR366 Integrated Radiotherapy and Oncology Studies 2 3 20 HSCR367 Practice Education (Therapy) 3 3 40 HSCR368 Integrated Radiotherapy and Oncology Studies 3 3 20 HSCR461 Professional Practice Education and Application 4 4 40 HSCR462 Practice Education (Therapy) 4 4 40 HSCR463 Development in Professional Practice 4 20 HSCR464 Development in Radiotherapy and Oncology Practice 4 20
  36. 36. Appendix 2g 34 SHSC Interprofessional Education (IPE) Framework Modules for separate Approval: Module Code Module Title Level Credit PSYP107 Introductory Psychology and Sociology for Health and Social Care Practitioners 1 20 HSCS162 Foundations for Practice in Health and Social Care 1 20 HSCS261 Research in Health & Social Care Practice 2 20 HSCS361 Investigating Effective Practice 3 20 HSCS461 Honours Project 4 40 HSCS462 Organisations, Policy & Professional Practice 4 20 HSCSM60 Interprofessional Context of Practice M 15 HSCSM61 Practice Evaluation M 15 HSCSM62 Dissertation M 60 HSCSM63 Organisational Behaviour and Professional Practice. M 15
  37. 37. Appendix 3 35 ENHANCEMENT LED INTERNAL SUBJECT REVIEW SCHOOL OF HEALTH AND SOCIAL CARE MARCH 2009
  38. 38. Appendix 3 36 CONTENTS INTRODUCTION ..............................................................................................................................................................39 1. OVERALL AIMS OF THE SUBJECT PROVISION ...................................................................................41 1.1 The School of Health and Social Care - Provision within the Subject Area ............................... 41 1.2 Objectives.................................................................................................................... 42 1.3 Student and Staff Information.......................................................................................... 42 1.4 Strengths..................................................................................................................... 42 1.5 Limitations .................................................................................................................. 43 1.6 Plans for Further Development........................................................................................ 43 2 INTENDED LEARNING OUTCOMES ...........................................................................................................44 2.1 Key Learning Outcomes ................................................................................................. 44 2.2 Practice Relevance........................................................................................................ 45 2.3 Interprofessional Learning.............................................................................................. 45 2.4 Shared Understanding of Learning Outcomes..................................................................... 46 2.5 Strengths..................................................................................................................... 46 2.6 Limitations .................................................................................................................. 46 2.7 Plans for Further Development........................................................................................ 46 3 CURRICULA AND ASSESSMENT ..................................................................................................................47 3.1 Curricula .................................................................................................................... 47 3.2 Assessment .................................................................................................................. 49 3.3 Strengths..................................................................................................................... 49 3.4 Limitations .................................................................................................................. 50 3.5 Plans for Further Development........................................................................................ 50 4 QUALITY OF THE LEARNING OPPORTUNITIES .................................................................................51 4.1 Range and Appropriateness of Teaching Methods ............................................................... 51 4.2 Quality of the Learning Materials .................................................................................... 53 4.3 Effective Engagement and Student Participation ................................................................. 54 4.4 Strategies for Staff Development ...................................................................................... 54 4.5 Underpinning of Teaching by Research and Scholarly Activity .............................................. 55 4.6 Student Workload.......................................................................................................... 56 4.7 Strengths..................................................................................................................... 57 4.8 Limitations .................................................................................................................. 57 4.9 Plans for Further Development........................................................................................ 57 5. MAINTENANCE AND ENHANCMEENT OF STANDARDS AND QUALITY ..................................58 5.1 Quality Assurance and Enhancement Processes.................................................................. 58 5.2 Professional Responsibilities........................................................................................... 59 5.3 Quantitative Measures................................................................................................... 59 5.4 Qualitative measures ..................................................................................................... 65 5.5 Strengths..................................................................................................................... 68 5.6 Limitations .................................................................................................................. 68 5.7 Plans for Further Development........................................................................................ 68 6. QUALITY ENHANCEMENT PLANNING .....................................................................................................69 6.1 Planning Process.......................................................................................................... 69 6.2 Programme Quality Enhancement Plans ........................................................................... 70 6.3 Quality and Learning and Teaching Plans ......................................................................... 70 6.4 SHEFC/QAA Quality Enhancement Themes ....................................................................... 70 6.5 Strengths..................................................................................................................... 71 6.6 Limitations .................................................................................................................. 71
  39. 39. Appendix 3 37 6.7 Plans for Further Development........................................................................................ 71 7. IMPLEMENTATION OF THE UNIVERSITY LEARNING, TEACHING AND ASSESSMENT STRATEGY .........................................................................................................................................................................72 7.1 The School Learning Teaching and Assessment Strategy....................................................... 72 7.2 Student Support............................................................................................................ 72 7.3 Employability............................................................................................................... 72 7.4 Personal Development Planning...................................................................................... 72 7.5 Careers Education, Information and Guidance................................................................... 73 7.6 Academic Guidance....................................................................................................... 73 7.7 Student Induction/ Transition Strategy .............................................................................. 74 7.8 Strengths..................................................................................................................... 74 7.9 Limitations .................................................................................................................. 74 7.10 Plans for further development......................................................................................... 74 8. CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION ...........................................76 8.1 Professional Doctorate Programme.................................................................................. 76 8.2 Strengths..................................................................................................................... 77 8.3 Limitations .................................................................................................................. 77 8.4 Plans for Further Development........................................................................................ 77 9. RESEARCHSTUDENTS .......................................................................................................................................78 9.1 Postgraduate Research Students ...................................................................................... 78 9.2 Culture and Structure .................................................................................................... 78 9.3 Strengths..................................................................................................................... 79 9.4 Limitations .................................................................................................................. 79 9.5 Plans for Further Development........................................................................................ 79 10. SUPPORT DEPARTMENTS ENGAGEMENT WITH HSC ..........................................................................80 10.1 Library ....................................................................................................................... 80 10.2 IT Services .................................................................................................................. 80 10.3 Registry ...................................................................................................................... 80 10.4 Students Association...................................................................................................... 81 11. CONCLUSION..........................................................................................................................................................82
  40. 40. Appendix 3 38 NOTES FOR REVIEWERS 1. The School of Health and Social Care is responsible for the University's provision within the Allied Health and Social Work Professions. Our forward looking approach is concerned with the evolution of the School and in maintaining and improving the quality of learning, teaching and research, focussing particularly on the student learning experience. The scope of this Self Evaluation Document (SED) is particularly focused on the Schools development since the last ELISR in 2004. 2. Together with this SED we have provided a Generic Information Document [4]. This brings together information on the School provision which is relevant to both Internal Subject Review and the Approval and Re-approval Events set to take place between the 11th–13th March 2009. The generic material includes the School Governance Document, a Resource Statement, a Glossary of Acronyms and CVs of the staff. The documentation relating to the undergraduate, pre-registration and postgraduate pre-registration programmes has been provided to inform this event. Following the re-approval event feedback from the panels will be collated and provided to the ELISR panel prior to the 25th March (Day 1 ELISR event). 3. The structure of this SED is based on the Enhancement Led Internal Subject Review process originally approved by Senate in December 2003. Amendments recommended by the Scottish Funding Council were approved by Academic Practice Committee November 2008 and have been incorporated into this document. 4. The numbers in square brackets ([ ]) are references to the relevant documents listed in Appendix I in numeric order as encountered in this Self Evaluation Document. This material is available on request. 5. The Self Evaluation Document and the supporting documentation reflect the need to develop a ‘right touch’ quality enhancement process for Higher Education in Scotland. The document is therefore as succinct as was reasonably possible.
  41. 41. Appendix 3 39 Introduction The School of Health and Social Care (HSC) was created in August 2002 and brought together five Divisions concerned with the teaching and research of professional practice in the areas of Occupational Therapy, Physiotherapy, Podiatry, Radiography and Social Work. This configuration has allowed the School to respond to the changing face and requirements of a dynamic health and social care sector. Since the 2004 Enhancement Led Internal Subject Review the School has gone from strength to strength developing a sound underpinning in learning and teaching as well as enhancing its research portfolio considerably. The actions which arose from the previous ELISR were addressed in a timely fashion setting the foundation for future enhancement activities and facilitating the School in developing policies and procedures designed to enhance the student learning experience of all its students. The School has taken a proactive approach with regards to anticipated changes and works closely with colleagues at Government, Local Authority and NHS Board level in areas such as curriculum development and workforce planning, while also taking cognisance of the fact that the NHS and Local Authorities are not the only employers of the School’s graduates. The School has consolidated its pre-registration undergraduate numbers, due to placement availability for practice learning and is holding steady at 1116. Post graduate student numbers have grown in line with the needs of employers in Health and Social Care, NHS Education Scotland and Professional requirements resulting in an expanding postgraduate pre-registration and Continuing Professional Development (CPD) portfolio. We are responsive to changes and are proactive in respect to identified and anticipated developments in Health and Social Care and in Higher Education. We respond to the workforce needs of the National Health Service and Social Care sectors and develop skilled practitioners capable of entering their chosen professions prepared for the challenges which face them after qualification. The School has developed modern curricula designed to anticipate future professional needs. In addition, our graduates acquire a broad range of transferable skills when studying on HSC programmes and these skills facilitate graduates seeking employment in other “non-traditional” roles. We believe our strengths are:  A professional, committed, enthusiastic and responsive staff group “A variety of assessments are used throughout this course. There are several assessments which have been changed over the years to reflect current practice and ways of working. It is encouraging to see child protection issues being addressed and taught in the curriculum. Reflective practice is also increasing evident in the assignments given as are current professional issues. This all makes for a well rounded practitioner. I would like to commend the staff for their approach and hard work”. Dr Michaela Davis 2008, External Assessor. [1]  Programmes appropriate to the needs of graduates and professionals in Health and Social Care.  Consistent achievement in responding to the School’s quality enhancement plans and the University's continuous quality improvement strategies.  A proven track record of engaging with students and developing strategies for motivating students and enhancing professional attributes.  Active engagement between staff and students to achieve participation and partnership in the learning process.
  42. 42. Appendix 3 40  High quality Learning Teaching and Assessment strategies which enhance the student learning experience.  High quality applied research.  Commitment to interprofessional working and learning. We recognise that there are some areas where we can develop and improve:  We will continue to develop our entrepreneurial activities, building upon existing good links with employers and professional bodies.  We will build on current systems of student representation to encourage more effective student engagement in policy processes within the School.  The School has made some progress in developing international links and in reviewing the curricula to reflect appropriate international dimensions. The School recognises, however, that ‘Internationalisation’ is an area for enhancement which will strengthen the School’s ability to meet the GCU LTAS objectives [11], encouraging all students to develop the knowledge and skills to become global citizens.  Although the School has embraced new technologies in learning and teaching, this is an area of planned investment and development.
  43. 43. Appendix 3 41 1. Overall Aims of the Subject Provision The aims of the School are entirely consistent with the University goals and mission [2]. The core values of the 2015 vision are:  Excellence: valuing the highest standards in learning, teaching, research and the dissemination of knowledge.  Achievement: supporting each student to achieve his or her maximum potential.  Leadership: encouraging the development of leadership skills in all staff and students.  Trust and Honesty: acting with integrity in all relationships and interactions within and outside the University.  Diversity: embracing differences in decision-making and approach.  Courage: embracing change. The key principles guiding its operation are:  Equality of Opportunity: promoting social inclusion and social justice.  Good Citizenship: promoting civic society and respect for others at home and abroad, and developing the social capital of the University.  Partnership & Co-operative Working: working with others to achieve results, to maximise impact and to add value to the work that it does.  Good Governance: being accountable, fair and efficient in all that it does.  Accessibility & Approachability: being open and welcoming. 1.1 The School of Health and Social Care - Provision within the Subject Area The School of Health and Social Care (HSC) is committed to excellence in learning and teaching at both undergraduate and postgraduate levels and strives to develop skilled and effective practitioners who understand the distinctive contribution that they as professionals can make to society. The professional programmes provide students with a clear vision of team-working and the goals and benefits of collaborative working in health and social care. Graduates from all programmes will be equipped with a range of transferable skills acquired through in-depth study in a variety of settings and will be capable of assuming leadership roles. Initiating and expressing ideas and perceiving and acting upon the health and social needs of individuals and society are core attributes of HSC graduates. The School offers a range of programmes at both undergraduate and postgraduate level, on both a full and part-time basis. Postgraduate education opportunities for health and social care professionals are offered at a range of levels, including CPD short courses, Masters’ and Doctoral level. We acknowledge and value diversity in our staff, in our students and in the learning experiences provided within and out with the School. The School is committed to staff development and supports a number of staff studying at masters’ and doctoral levels. The School is committed to developing high quality research, related to academic and professional disciplines and to exploiting opportunities for interdisciplinary research [3]. Research is an essential activity in an academic department and is required to underpin all undergraduate and postgraduate programmes. The School’s research activity impacts both indirectly and directly upon taught programmes. The vision of the School is a partnership with clear linkages between research and teaching.
  44. 44. Appendix 3 42 The School has pioneered a number of UK and world first programme developments both at undergraduate and postgraduate levels. These have included the first BSc Honours Physiotherapy programme in the UK, the first UK Master’s pre-registration programmes in Physiotherapy and Occupational Therapy and a world first Master’s degree in Podiatric Surgery. The profile of the academic staff ensures the school has strong presence across a range of national and international specialist groups, which directly influence the development of health policy and professional frameworks. Furthermore, the staff are active members of the relevant regulatory and professional bodies governing their professions, ensuring programmes remain at the forefront of health and social care education. Programmes within the School are characterised by rigorous academic standards, learner- oriented objectives, flexibility and relevance to professional practice. The School management systems support agreed priorities in enhancing the learning experience of students and ensure the resources to sustain these. 1.2 Objectives  To promote excellence in learning and teaching at undergraduate and postgraduate levels.  To ensure that all students receive high quality education consistent with lifelong learning.  To undertake high quality research to underpin learning and teaching, knowledge transfer and continuous professional development.  To respond to the University's strategies for widening access and participation.  To provide students with a supportive environment, responsive to their learning needs.  To pioneer interprofessional and profession-specific developments in Health and Social Care.  To encourage and provide staff development opportunities to address the needs of the School and the aspirations of staff. 1.3 Student and Staff Information Information about student numbers and staff is provided in the School of Health and Social Care Generic Information Document [4]. 1.4 Knowledge exchange The School invested in the post of Head of Recruitment and External Development, to formalise and streamline its efforts in the areas of Recruitment, Knowledge Transfer and Commercialisation. The School’s previous activities in these areas were fragmented and not always the most cost efficient. While taking cognisance of the financial restraints of the majority of the School’s customers i.e. public sector bodies, the School has looked to develop business models to allow CPD, consultancy and other activities to be carried out in the most cost efficient manner. As a result of this there have been some occasions where requests to carry out consultancy or develop programmes have had to be turned down as the funds available did not cover the costs of the School and it would not have been financially prudent to continue. A balance has had to be struck between engaging in cost neutral activities and rejecting opportunities where the School would not at any point break even; such decision making has meant a culture change within some areas of the School. 1.4 Strengths
  45. 45. Appendix 3 43 In relation to the overall objectives of our subject provision, our strengths as noted within External Assessor reports include:  Staff skills in delivering high quality learning and teaching opportunities.  Professional, supportive, committed and enthusiastic teaching teams.  Comprehensive learning experience provided to students.  Excellent student support and supervision.  Excellent relationships with professional, statutory and regulatory bodies.  Existing and developing partnerships with employers and practitioners.  The motivation of academic, administrative and technical staff to ensure high standards in all aspects of our provision.  The social and professional relevance of our programmes. 1.5 Limitations  The nature of professional programmes which are intense in their demands on staff time.  Conflicting demands of undertaking high quality teaching, high quality research and external developments.  Availability of practice education placements in partner organisations.  Internationalisation of school activities. 1.6 Plans for Further Development  To establish a world centre in motion analysis research - HSC and our collaborators (within and outwith GCU) require a world class research facility that meets the expectations of our funders and partners and the needs of our expanding research portfolio. We now aim to establish state of the art laboratory facilities. Current laboratory facilities are used extensively throughout the year for both teaching and research purposes, and, at present, research growth in this area is curtailed by a lack of access to appropriate facilities.  In addition, due the expanding number of PhD students and Research Fellows, pressures are growing with regard to office accommodation. Addressing these areas is a key priority for development in order to meet our current and predicted research needs.  To extend the portfolio of the School in relevant areas such as interprofessional
  46. 46. Appendix 3 44 2 Intended Learning Outcomes Programmes are developed at undergraduate, postgraduate, research and CPD levels to enable students to engage in both professional and personal development. The design, content and delivery of these programmes aim to support the development of the necessary, knowledge, skills and leadership capabilities required by health and social care professionals. Learning outcomes are designed within taught programmes to produce graduates who recognise the expectations of their chosen profession, who possess the necessary up-to-date knowledge, skills, and values and who are able to effectively integrate theory and practice. They are planned to provide progressive intellectual challenge and stimulation appropriate to the relevant level(s) of study [1]. Curricula, including learning outcomes, are constructed to meet the standards of key stakeholders including the relevant professional and statutory bodies [5]. Learning outcomes are also linked to QAA subject benchmark statements [6], regulatory body standards of practice [7] and the level descriptors outlined in the Scottish Credit and Qualifications Framework [8]. Programmes are clearly specified in these terms at the appropriate level in programme documentation [9]. The provision of clear learning outcomes is highlighted within the External Assessors reports [1]. Principles of constructive alignment are consistently used in curriculum design to ensure effective links are made between learning outcomes, assessment tasks and learning and teaching methods in ways that are meaningful to students. [Evidence is provided in the programme specifications, module packs and module descriptors]. 2.1 Key Learning Outcomes The currency and relevance of the aims, objectives and outcomes for each programme are reviewed regularly through a partnership approach which includes external partners, students, service users and staff. In all pre-registration programmes the intended learning outcomes reflect the aims of the programmes and include:  Knowledge and skill development.  The integration of theory and practice.  The assessment of competence in practice.  Critical thinking, reflection and reasoning.  Interprofessional learning and working. In pre-registration MSc programmes and our post registration education provision, learning outcomes build on students’ existing experience and qualifications with additional emphasis on skills of critical enquiry and research, the development of personal and professional confidence and, where appropriate, the promotion of abilities to challenge, lead and innovate within the professions.
  47. 47. Appendix 3 45 2.2 Practice Relevance The continued relevance of the aims, objectives and learning outcomes for each programme are maintained by regular dialogue between School staff and practice educators, managers, employers, professional bodies and regulatory bodies. Practice based learning is an integral feature of all pre-registration programmes accounting for 120 of the 480 credits achieved at undergraduate level. In the Masters pre-registration programmes, practice education accounts for between 30-50% of student learning time. 2.3 Interprofessional Learning The School of Health and Social Care (HSC) has a proven track record of success in the field of Interprofessional Education (IPE) (McFadyen et al, 2007, 2008). Building the essential skills and attributes that are necessary components of competencies required for all health and social care professions to successfully engage in interprofessional learning and working is the key focus of IPE. Students acquire these through participating in learning methods based on interdisciplinary teamwork; skills and knowledge gained in IPE learning situations are transferable to a variety of complex health care issues. The School has been a driving force in pioneering two key initiatives in the University – Interprofessional Education at undergraduate level and the Professional Doctorate for Health & Social Care Professionals, at postgraduate level. The IPE initiative not only involves colleagues and students from across the University but also in other higher education institutions. The professional doctorate programme is delivered collaboratively with colleagues from across the institution. The School is at the forefront of developments in Scotland in the field of interprofessional education and collaboration for effective teamwork among health and social care workers. It has led the development and introduction of programmes directed at innovative learning, collaborative research and best practice which address the requirements of all the professions involved. The School has now moved this approach one stage further with a planned IPE framework spanning all four levels of the programmes hosted by HSC. The Year 1 module with partner organisations will continue, as will the theme days in levels 2 and 3; but in addition 4 new modules have been developed to engage students in learning and working interprofessionally across their programme. The modules will be delivered on an interprofessional education basis and cover key areas of the curriculum. The modules are as follows: Foundations for Practice in Care (Year 1) People, Society and Practice (Year 1) Research in Health and Social Care Practice (Year 2) Evidence Based Practice (Year 3) Understanding Organisations, Policy and Practice (Year 4) [10]. In addition the School has built on the successful implementation of themed days with the Masters pre-registration occupational therapy and physiotherapy programmes to develop interprofessional modules which also include social work students. These modules will be introduced following re-approval in March 2009.
  48. 48. Appendix 3 46 2.4 Shared Understanding of Learning Outcomes Staff are conscious of the need to ensure that all students understand what is expected of them. Details of the learning outcomes for each programme are available to current and prospective students on the University website and in recruitment literature. Student awareness is increased through student handbooks, issued at the start of every academic year during induction sessions. Module handbooks, and practice placement handbooks, are provided to every student at the beginning of module teaching and practice learning and are also provided for external assessors, practice teachers/educators and clinical supervisors, where appropriate. Module leaders and module teams regularly ensure that awareness of learning outcomes is maintained through discussion in class and seminars. 2.5 Strengths  Realistic learning outcomes which encourage the integration of theory and practice are readily reported as a strength by the External Assessors to all Divisions “Assignments were relevant to practice and would help encourage students to reflect on their practice” Dr Davis 2008, External Assessor. [1]  Placement learning consolidates links between theory and practice in the workplace environment and builds good relationships with practitioners and employers.  High levels of student achievement and qualifications combined with positive feedback from regulatory bodies, professional bodies, employers regarding the quality of the graduates, provides evidence that the learning outcomes are appropriate to the needs of the health and social care professions.  Effective monitoring systems ensure that appropriate action is taken to modify and develop curricula, including learning outcomes, as part of ongoing module and programme development. 2.6 Limitations  Student engagement in the development and delivery of programmes could be more effective.  Service Users engagement has developed over the last 2 years but is not fully embedded in all appropriate activities.  Securing sufficient, appropriate quality practice based learning opportunities. 2.7 Plans for Further Development  Develop interprofessional learning opportunities for all disciplines.  Interprofessional learning across all levels (UG & PG) will be introduced, building on the experience of the implementation of the Interprofessional Studies for Health and Social Care Module in Level 1 [10], pending successful re-approval in March 2009.  To maintain and enhance the involvement of practitioners, students and service users in all aspects of curriculum design.  To further develop innovative learning opportunities and flexible modes of study across all programmes.  Development of a service user and carer hub to facilitate effective service user and carer engagement in programme design and delivery
  49. 49. Appendix 3 47 3 Curricula and Assessment The recent review of the School’s portfolio has afforded the opportunity to embed the principles of the new GCU Learning and Teaching and Assessment (2008-2015) [11] and be implemented through the relevant School Committees and the School’s Quality and Learning and Teaching Plan [12]. This is addressed in greater detail in Section 7 of this Self Evaluation Document (SED). The learning and teaching strategies adopted by all disciplines focus upon entrepreneurialism, reflective thinking, reasoning, time management, creativity and critical appraisal skills. Feedback from students and external assessors confirms that staff have been successful in devising curricula to encourage ‘deep’ rather than ‘surface’ learning and in facilitating learning opportunities which provide meaningful coherence for the students [9]. The process of programme design is that of a developmental continuum with horizontal and vertical integration where the principles of constructive alignment have been used to ensure a coherent approach to curriculum design. The philosophy underpinning the assessment process is based on the concept of assessment as an integral component of a learning system, and that the various components of the assessment process are constructively aligned (Biggs, 2002). As such, there is clear articulation between assessment activities, the syllabus, teaching and learning strategies and learning activities assumed in the learning outcomes. Assessment formats chosen for every module reflect the primary knowledge and skills’ acquisition intended as a consequence of having undertaken that particular module. Through the relevant Programme Development Boards, programme design, approval/ reapproval and review are based on University and professional and statutory body requirements and linked to national and international good practice (QAA benchmark statements, etc). All pre-registration programmes are approved by both the University and the relevant professional and regulatory bodies. The currency of the curricula within our programmes is assiduously maintained in the light of developments within the relevant professions and government policy in Higher Education. 3.1 Curricula External Assessors reports confirm an appropriate and increasing level of demand as students progress through the levels of the programmes [9]. There is a progressively greater emphasis on student initiative to organise and orchestrate individual and group learning throughout all undergraduate programmes [9]. Programmes have been designed with gradually decreasing staff contact with increasing student independent learning as students progress across their programme from year 1 to year 4. A variety of approaches are used to facilitate students developing the necessary skills to be able to identify and address their learning needs [e.g. group supervision of occupational therapy students where students are encouraged to meet outside staff supervision sessions to facilitate peer support]. In order to meet the GCU LTAS, a range of learning and teaching approaches have been embedded within programmes, including interactive and keynote lectures, student centred open learning packages, learning portfolios, tutorials, seminars, seminar presentations, extended seminars, practical workshops, case studies, role plays, experiential observation/participation visits, task oriented approaches and reasoning panels.
  50. 50. Appendix 3 48 Flexible structures for programme delivery at both undergraduate and post graduate have been employed to enable responsiveness to student and employer requirements. Where relevant, programmes within the School will consider admission to an appropriate point in a programme of study with credit on the basis of prior learning and/or prior experiential learning. Such learning may be certificated or un-certificated. Applicants wishing to be considered for entry via this route will be required to complete the necessary School and University documentation in order that the specific programme can consider the application. http://www.gcal.ac.uk/quality/handbook/documents_index.html QAA and University guidelines on accreditation of prior learning are utilised to support advanced entry to programmes, for example the part time advanced entry route to the BA Honours in Social Work. Postgraduate pre-registration programmes in Occupational Therapy, Physiotherapy and Social Work offer accelerated routes to professional qualification and registration in these professions. Learning and teaching strategies have been adapted on these programmes to reflect the balance between masters education and the demands of practice. Although conforming to SCQF and GCU masters requirements, these programmes extend over the calendar year due to the requirements of practice education. The Head of Learning Teaching and Quality is the defined School contact for all quality and continuous quality improvement activities. He/she is responsible for the consistent implementation of the Quality Assurance policies/ procedures of the University within the School, including consideration of flexible entry applications. Development planning for e learning and increased use of assistive technologies in the delivery of modules has been supported by the work of the SHSC Academic Practice Committee. An audit of e learning was conducted during Session 2007-08, the results of which have been used to inform the LTAS and staff development plans for the School. Additionally, cross-school sharing of good practice through working groups, school seminars, divisional champions and staff development opportunities have been introduced to further support student learning. Placement based education challenges students with the highest level of academic and intellectual demand and requires them to integrate theory and practice in the work setting. It is an integral element of curricula and requires students to learn effectively in practice, to demonstrate their developing skills, to reflect on practice and to become confident, professional workers with a range of transferable employability skills. Placement learning opportunities are designed and managed to reflect the professional and statutory body requirements and meet the QAA Code of Practice on Placement Learning, HPC Standards for Practice and the SSSC Standards in Social Work Education (2003). Academic and practice elements are integrated throughout programmes with opportunities to develop reflective and analytical skills through portfolio work, shared problem based learning and tutorials. These elements are designed to assist students in their transition to learning on practice and clinical placements. Practice is assessed against professional and academic criteria and enables students to demonstrate their integration of theory and practice. In implementing our traditional partnership ethos, current practitioners and service users, where appropriate, provide specialist input in all programmes to strengthen the integration of theory and practice e.g. visiting subject specialists. The addition of a joint appointment in Radiography at Consultant level further ensures currency of a highly specialised area of practice. Furthermore, within the Schools’ LTAS action plan [12], in response to the University LTAS (2008-2015) [11], a working group has been established to explore the creation of a national multiprofessional training programme for practice educators (in
  51. 51. Appendix 3 49 association with University of Strathclyde and NHS Education Scotland (NES)), fulfilling regulatory and professional body requirements. 3.2 Assessment Assessment is an integral part of the learning process in which the experience of completing the work and receiving feedback from each assessment is of value to the students. Assessment formats chosen for every module reflect the primary knowledge and skills’ acquisition intended as a consequence of having undertaken that particular module. Although it could be argued that an element of examinations in the first year of professional programmes is designed to ‘test’ knowledge at the stage in the programme when professional ‘building bricks’ are being put in place, the assessment in the first year of the programme is never designed simply to test ‘declarative and or procedural knowledge’. It is structured in such a way that the students’ learning must be placed in a context. The employment of this strategy allows students to ‘construct’ their own learning as they develop their professional knowledge and skills base. This process is continued at successive levels of the programme as increasingly involved scenarios are produced for assessment. In this way, the ‘testing’ of the students’ ability to integrate knowledge with the competent application of skills is undertaken in an increasingly complex way. The use of this form of assessment allows students greater freedom to express different aspects of their learning and to demonstrate increasing ‘functioning knowledge’ which is an important pre-requisite for the professional component of their programme. The range of assessment approaches used include portfolios, poster presentations, group presentations, case studies, peer and self assessment, reflective diaries as well as traditional essay assignments and examinations. In addition experienced senior practitioners work in partnership with academic staff to support and assess student learning [e.g. Occupational Therapy project developments]. Students on the postgraduate pre-registration programme in Physiotherapy present their research findings to their peers, University staff and clinical colleagues at the Student Conference held annually in January. The SHSC Assessment Handbook has put in place rigorous quality procedures for the development, scrutiny and security of assessment documentation. Standard School feedback proforma and school-wide assessment criteria have been developed to assist staff in providing consistent, critical feedback of students work and are detailed in the SHSC Assessment Handbook. The proforma may be adapted by Programmes, for example for the provision of feedback on practice placements. Students are encouraged to meet with Academic Advisers to discuss their progress on a planned basis. External Assessors reports highlight challenging, varied, innovative, rigorous and fair assessment methods; alongside high quality, balanced, comprehensive, constructive student assessment feedback. Reports also regularly commend the high standard of the double marking/ anonymous marking system; alongside rigorous, transparent and consistent moderation of assessment [1]. 3.3 Strengths  The School has developed a reputation for innovation and creativity in curriculum design whilst maintaining academic rigour and fitness for purpose, practice and award [9]. For example, the part-time Social Work programme allows practitioners to study two modules
  52. 52. Appendix 3 50 as CPD and then transfer the credit into the Social Work programme. Employers have welcomed this approach - it allows them to support social work assistant level staff and provides an opportunity for evaluation of their suitability, before funding them as part- time students. Similarly, the revised Masters framework is designed to facilitate learning (on a part-time and full time basis) leading to accredited awards, for those in full time employment in professional practice.  All Divisions within the School have developed part time routes through their undergraduate programmes to facilitate greater choice and flexibility for students than previously offered [Being put forward for approval March 2009].  Progression and completion rates for previous sessions (2004-2008) indicate that the quality of provision within the School of Health and Social Care is high.  School is proactive in the monitoring of student progression and retention to facilitate the development of timely interventions designed to meet identified issues.  Good progression rates across the School have been achieved through the commitment of staff and students [1, 13]. 3.4 Limitations  Staff time to provide appropriate student support, deliver high quality learning and teaching, engage in high quality applied research and external developments.  Use of assisted technologies to enhance the student learning experience is not exploited fully across the School.  Turnaround time to provide student feedback at 4 weeks is longer than GCU recommendation of 3 weeks. 3.5 Plans for Further Development  The School has a developing e-learning strategy to facilitate students’ learning and assessment and to allow these to be self paced within a more flexible framework.  Staff development in the use of assisted technologies.  School investment in simulated and virtual learning.
  53. 53. Appendix 3 51 4 Quality of the Learning Opportunities The School continues to deliver high quality learning experiences for its students [1]. Taught programmes are founded on the principles of effective adult learning and provide environments which challenges and stimulates learners whilst assuring appropriate student support. The programmes promote individual and group learning as well as facilitating interactive multiprofessional learning and working. E.g. Social Work external assessor recently commented very favorably on the value of the group learning environment in the assessing and managing risk module. Foundations of interprofessional learning are laid in the IPE module in year 1 and enhanced by the mixed discipline seminar groups. The School has as part of the review of all pre-qualifying undergraduate and postgraduate programmes embedded the new GCU Learning, Teaching and Assessment Strategy in each programme [9]. The School will roll out the programmes over the next 3 years [subject to successful re-approval March 2009]. All staff within the School have a role to play in assuring the quality of the student learning experience. The ongoing monitoring of the School’s Quality Enhancement/Quality Assurance procedures and the quality of the student learning experience is a key function of the SHSC Academic Practice Committee (SAPC). The programme leaders are all members of the committee to ensure clear and transparent communication between the University, the SAPC and the programme teams in matters relating to quality and/ or learning and teaching. All Divisions have links with the appropriate Learning, Teaching Support Network (LTSN) and, for example, the Scottish link person for SWAP LTSN is a member of HSC staff. Staff are also active with professional and regulatory bodies and as external assessors for other universities. These positive links are used to assist staff in keeping abreast with current developments in learning, teaching and assessment within their discipline. While providing students with considerable support in their learning [includes Studies Advisors, Academic Development Tutor, Technical and Administration teams as well as general academic support]. Staff equally committed to encouraging and enabling students to manage their own learning. A range of strategies have been developed which seek to empower students to develop their learning skills. These include for example peer learning [Podiatry], group working [Physiotherapy Health Perspectives] and peer assessment [Social Work skills module], group supervision for Honours projects [Occupational Therapy], poster presentations, student led seminars, problem based learning [Radiography]. The School has not traditionally offered a great deal of Flexibility in its programmes but as part of the 2009 re-approvals part time routes have been developed to offer flexible study pathways for students. At post graduate/post qualification level however, the school offers significant flexibility in the learning opportunities available. The SHSC Masters Framework is a major example of this [14]. The framework utilises a block delivery pattern which incorporates a range of learning strategies including managed independent learning. Teaching blocks allow peer support and opportunities for networking appreciated by many professionals who reported that they had felt isolated in professional practice. The Framework enables the delivery of core and profession-specific modules and the opportunity to bring students from different professional backgrounds together at postgraduate level [15]. 4.1 Range and Appropriateness of Teaching Methods Across the School a range of learning and teaching strategies continue to be adopted to provide students with a variety of learning experiences. The approaches taken are not only

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